This study was planned (1) to identify factors, both social and academic, associated with the gender-role and self-concept perceptions of seventh and eighth grade adolescent girls relative to their participation in science; and (2) to determine the relationship of these emerging concepts of self to the attitudes and achievement of these girls toward science. For purposes of contrast, these two sets of relationships were also studied for the male peer group of the same educational level. Self concept and perception of gender role identities, as related to science, were investigated as pivotal variables which either constrained or supported early adolescents' interests and achievement in science. In addition to the variables associated with general aptitude and achievement of the youth, the influences of significant others (e.g., supportive parent, teacher, peer) were considered as potential antecedents to their development of the self concept in science. Self concept and gender-role identities were then viewed in relation to the adolescents' achievement and attitudes in science. Subjects for the year 1979-1980, were 175 grade 7 students. The next year, subjects were 190 grade 8 science class students. A battery of 14 instruments was employed for collecting data relevant to student achievement, attitudes, aptitudes, and classroom interaction. (PN)