The importance of the self-concept has stemmed from the belief that the way individuals view themselves has an effect on all aspects of their life. Historically, the self-concept has been considered from a unidimensional or global perspective. Recent developments in self-concept theory and measurement have resulted in an emphasis on the multidimensional nature of the self-concept. Cultural and social differences are believed to be important influences on the development of the self-concept. The present study was conducted to extend the self-concept work by examining specific self-concept factors of community college students by racial/ethnic group and gender. The relationship of these specific self-concept factors to academic achievement was also examined. The sample for this study consisted of 155 male and female community college students from three racial/ethnic groups; African American, Arab American, and white. Data was gathered using the Self-Description Questionnaire III (SDB III), a multidimensional self-concept instrument that measures 13 dimensions of the self-concept. The results indicated that there were differences in the self-concept for community college students when race and ethnicity were considered. Consistent with prior research, the African American group scored higher than the white group on the global/general self-concept. This finding was extended to include Arab American students also. The same pattern was found on the 6 of the 12 specific self-concept scales; the minority groups scored higher than the white group. Differences by gender were found on 4 of the 13 scales. The findings by gender were consistent with prior research which suggests differences in male and female self-concept follow along traditional stereotypical roles. One interaction effect was found on the physical appearance scale. Culture appears to affect not only the structure of self-concept, but also the evaluative level. A significant but weak correlation to academic ach.