A study was conducted to supply data on the characteristics of young adult Chicanos compared with their Anglo peers. A stratified random sample of undergraduate Mexican-American (N=153) and Anglo (N=148) students was taken at the University of Texas, El Paso, where one third of the students enrolled have a Spanish surname. A self-devised Sociolinguistic Background Questionnaire was administered to all 301 students; extensive oral and written bilingual tests were administered to 10% of the total sample. The two groups differed significantly in socioeconomic status. The Chicanos were lower in fathers' income and hourly wages (students') and had a heavier burden of self-paid university expenses. Other divergences, varying in degree of significance, were also shown. It was found that English performance correlated strongly with both Spanish performance and grade point average. Unlike studies made elsewhere, the Mexican-American students revealed high loyalty to the Spanish language and to Mexican-American culture. Chicano students, most of whose schooling had been in English, rated significantly higher in both oral and written English skills than in Spanish. They showed less confidence in both their English and Spanish skills than did their Anglo counterparts--a fact probably contributing, with the less favorable factors, to poorer self-image. This negativism was further compounded by language attitudes: Chicanos assigned relatively low status to Southwest Spanish varieties. Analogies between Mexican-American and Third World youth are emphasized, possibly opening up a new avenue of research regarding minorities everywhere. (Author/AMH)