This study explored mathematics achievement differences among and between black, anglo, and chicano male and female adolescents and the extent to which these differences are associated with differences in attitude toward mathematics, parent influence, peer influence, and societal influence. Subjects were secondary students in a large school district in the Houston, Texas metropolitan area whose clientele is composed of substantial numbers of these three ethnic groups. Participants were chosen from the eighth and eleventh grades. Each of the eighth grade subjects was administered the Iowa Test of Basic Skills in mathematics, while each eleventh grade subject was administered the Stanford Test of Academic Skills in mathematics. Additionally, each subject was administered the Aiken and Dreger Revised Math Attitude Scale along with the Fennema-Sherman Scales, e.g. mother/father influence, math as a male domain, and mathematics usefulness. Most of the findings support those of similar studies. However, Fennema and Sherman found father influence significant and, in this study, mother influence was found significant while father influence was not. Sex was found to be a nonsignificant variable. Race was found a significant contributor to variance in mathematics achievement. (JD)