Using qualitative methods (longitudinal observations and intensive interviews with teachers), this study examined in elementary classrooms the socialization over time of one race-gender group: white girls. Analysis focused on four domains of classroom social life that contribute to race-gender differentiated socialization: teachers' perceptions about white girls, teachers' behavior toward these children, children's behavior toward their teachers, and children's experience in peer interactions. It was found that, for the most part, white girls' socialization in classrooms encourages them to assume social roles traditionally played by white women rather than to seek alternatives. In conclusion, it is suggested that micro-stratification patterns within classrooms mirror stratification patterns of the larger society. (Author/MP)