Within the context of a balanced factorial design, white college students (40 males, 40 females) individually viewed a videotape of a black or white, male or female, financially needy “cohort” performing an alphanumeric substitution task, and were instructed to award money for performance, which was identical in all conditions. Female Ss awarded more money than male Ss, but males were given as much money as females, and blacks were given as much as whites. Results were compared to field studies of the relation of race and sex to helping behavior.