Identity status was defined on the basis of a 24-item self-report inventory on which students rated their explorations of options and/or commitments to choices in their occupational, political, and religious domains. Ethnic status was assessed in an eight-item questionnaire which assessed exploration and commitment to one's ethnic role. Results indicate that white students in the upper grades perceived themselves as more likely to have explored and become committed to their ethnic role than minority youth. There were no significant ethnic differences in the relationships of identity status to behavior problems, social competence or self-esteem. Grade and sex differences in identity status were consistent with those predicted by developmental researchers. Across all ethnic groups, ratings of moratorium status were associated with significantly more behavior problems, less social competence, and lower self-esteem. 2 tables and 28 references. (Author abstract modified)