This study uses qualitative data to investigate the process of social integration for minority students at a majority white high school and identifies significant gender differences in this process. At this school, integration is the result of processes that occur at two different levels of interaction. On the interpersonal level, African American and Latino/a males and females engage in very different integration strategies. Males are able to gain social status at the school through their participation in athletics and their physical embodiment of the urban "hip-hop star" and also by engaging in strategies to play down negative stereotypes. In contrast, females do not have access to similar avenues for social status and do not engage in such strategies. The organization of the school contributes to these gender differences by facilitating interracial contact for the males under ideal conditions, while providing the females with less opportunity for contact. This study has implications for future work on integrated schools and points to the understudied importance of gender and its relation to organizational context in studies of race relations. (Contains 14 notes.)