This paper outlines a procedure for measuring those components of the self-concept called role/identities. Conceptualized from a symbolic interaction framework and using the semantic differential and discriminant analysis, this procedure overcomes many of the problems usually asociated with other procedures such as profile analysis, thedstatistic, or the TST: the procedure provides substantive anchor points, incorporates the multidimensional nature of role/identity, and provides a numerical score for quantitative analysis. The method is illustrated by measuring the gender role/identity of a sample of sixth, seventh, and eighth grade school children. The validity of the resulting measures are checked by investigating certain of the children's characteristics.