This paper examines the attitudes of teachers from three different cultural backgrounds (Anglo-American, American Black, and Hispanic) concerning elementary school boys and girls. An instrument consisting of 39, seven-step, bipolar semantic differential scales, based on terms descriptive of elementary school boys and girls, was developed and administered to 154 preservice and inservice teachers representing the three ethnic groups. Subjects were asked to mark electrographic score sheets in order to facilitate compilation and analysis of data. A Chi-square analysis was applied for each of the 32 scales to determine if statistically significant differences existed between Anglo-Americans and Black Americans as well as between Hispanic and Black Americans. Results, considered statistically significant at either the .10 or the .05 level, indicated that Anglo-Americans' and Black Americans' ratings of elementary school boys and girls were different on 20 scales. Regarding boys, the ratings of Black Americans were different from those of Hispanics on 11 scales. No significant differences were found between the ratings of Black Americans and Hispanics with respect to girls. (MP)