Seventy-two first-, third-, and fifth-grade Black children heard stories about Black and White students engaged in computer, physical education, social studies, and spelling tasks at school. Children were asked to evaluate the ability, effort, experience of task difficulty, and likelihood of task success for the story characters. Findings indicated that the effect of character's race and sex on the children's evaluations varied across task domains and type of judgment being made. Children judged that females would need more effort than males would need to learn the social studies material. For the computer task, racial in-group favoritism was suggested by findings that Blacks would need less effort to learn the task than Whites. In-group favoritism based on the learner's sex was suggested by girls' attribution of more ability to females than to males for the computer task. Implications of these findings for the continued study of academic achievement stereotypes of Black students are discussed. (Contains 3 figures and 2 tables.)