RESULTS OF INVESTIGATIONS INTO ACQUIRED VS. INHERENT DIFFERENCES BETWEEN BOYS AND GIRLS WERE PRESENTED. FINDING REVEALED THAT DIFFERENCES BETWEEN BOYS AND GIRLS WERE AFFECTED BY THE ATTITUDES OF THEIR SCHOOLS TOWARD THEM AND TOWARD EDUCATION IN GENERAL. SEX DIFFERENCES IN BASIC INTELLECTUAL CAPACITY, ACHIEVEMENT, AND PROBLEM-SOLVING ABILITY APPEARED TO BE RELATIVELY SLIGHT. GIRLS PRESENTED A STRONGER IMAGE OF POSITIVE IDENTIFICATION WITH THE SCHOOL AND INDICATED MORE CONCERN WITH ACHIEVING, BEING ACKNOWLEDGED, AND RECEIVING REWARD. GIRLS WERE MORE IMAGINATIVE, MORE WILLING TO SHARE FANTASIES AND TO EXPLORE AREAS OF PERSONAL CONCERN. ORIENTATION TOWARD DIFFERENT LIFE STAGES WAS GREATER FOR GIRLS, WHO WERE CONCERNED WITH THEIR TEEN-AGE OR ADULT SOCIAL SEX ROLES. AFFIRMATION OF SEX MEMBERSHIP WAS STRONG FOR BOTH GIRLS AND BOYS, ALTHOUGH GIRLS WERE MORE CENTRALLY CONCERNED WITH PEOPLE. FAMILY MATTERS CONCERNED GIRLS MORE, AND THEY PROJECTED AN ADULT WORLD IN WHICH THEY WERE MORE SECURE AND ACCEPTED. THE TRADITIONAL CULTURAL IMAGES OF MALENESS AND FEMALENESS WERE MOST CLEARLY EXPRESSED BY THE CHILDREN IN TRADITIONAL SCHOOLS. MODERN SCHOOLS TENDED TO MAKE FEWER ASSUMPTIONS THAT SKILLS, QUALITIES, AND ORIENTATIONS, TRADITIONALLY CONSIDERED SEX-LINKED AND SEX-APPROPRIATE, WERE NECESSARILY SO. A BIBLIOGRAPHY IS INCLUDED. THIS PAPER WAS PRESENTED TO THE NEW YORK STATE PSYCHOLOGICAL ASSOCIATION (NEW YORK, MAY 1963).