School environments conducive to equal status relations appear counter-productive to assimilation, according to a study of the relationship between school status characteristics and assimilation levels achieved by Hispanic sixth graders. A prior study provided data for this research from 10 desegregated elementary schools in California regarding peer group contextual factors (percent Anglo, school socioeconomic status), resegregation processes (levels of norm-referenced testing, grouping, classroom competition, school busing differences), and multicultural modeling processes (multicultural curriculum; cultural differences in school resources, staff power, and parent power). The study also provided data regarding three indicators of assimilation: ethnic salience, ethnic self-attitudes, and attitudes toward other ethnic groups. Results indicated that peer group contextual factors were important to assimilation: the higher the percent Anglo and the school's socioeconomic status, the lower the level of favorable ethnic self-attitudes. Resegregation processes were highly significant correlates of status inequality between Anglo and Hispanic students, especially Hispanic females, and all resegregation processes were significantly correlated with at least one assimilation indicator. The multicultural modeling processes were only significantly correlated with ethnic salience and self-attitude. Overall, the two goals of desegregation appeared incongruent. Reassessment of desegregation goals is necessary because of changing political forces in minority communities. (SB)