Beyond Self-Concept and Self-Esteem for African American Students: Improving Racial Identity Improves Achievement

2003 ◽  
Vol 87 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Tarek C. Grantham ◽  
Donna Y. Ford
Keyword(s):  
African American ◽  
Racial Identity ◽  
African American Students ◽  
Self Esteem ◽  
Self Concept ◽  
American Students

Building a Racial Identity

2021 ◽  
pp. 58-77
Author(s):  
Eunjung Chang
Keyword(s):  
African American ◽  
Racial Identity ◽  
African American Students ◽  
Learning Experience ◽  
Learning Experiences ◽  
Cultural Groups ◽  
Personal Meanings ◽  
Works Of Art ◽  
American Students ◽  
Museum Exhibitions

This chapter examines African American college students' learning experiences at the Florence County Museum. Looking at several works of art, how do African American students construct their learning experiences in a course-required tour? What personal meanings do they take away from the experience? African American students are voluntarily engaged or only occupied in the works that are related to or connected to their racial roots. They also interpret the works of art from their racial points of view. Therefore, their racial identity as an African American is a key part of understanding their learning experience from the museum. It is important for African Americans not only to see themselves in museum exhibitions but also be able to develop their racial identity and imagine their future through art. It creates equal opportunities for all students from different social, racial, and cultural groups to function effectively in a diverse demographic society.

Self-Concept of African-American Students: An Operational Model for Special Education

1992 ◽  
Vol 59 (2) ◽  
pp. 160-167 ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Special Education ◽  
African American ◽  
African American Students ◽  
Assessment Tools ◽  
Self Concept ◽  
Operational Model ◽  
School Programs ◽  
American Students ◽  
Multicultural Perspectives

African-American students who fail in school programs are presumed to have a “low” self-concept. However, this view fails to recognize self-concept as an observable, describable, situation-specific, and measurable phenomenon. In addition, it ignores the cultural biases and prejudices inherent in current self-concept assessment tools. In contrast, the operational model of self-concept, which defines self-descriptive behavior, permits identification of styles, strengths, and weaknesses in the areas of self-concept. The article explores methods for enhancing self-concepts of African-American students and accommodating multicultural perspectives.

What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth

2003 ◽  
Vol 73 (4) ◽  
pp. 524-558 ◽  
Author(s):  
KEVIN COKLEY
Keyword(s):  
African American ◽  
Predominantly White ◽  
Historically Black ◽  
African American Students ◽  
Academic Motivation ◽  
Black Colleges ◽  
Self Concept ◽  
African American College Students ◽  
Predominantly White University ◽  
American Students

In this article, Kevin Cokley challenges conventional wisdom about African American college students and the factors underlying their academic underachievement. In this quantitative study of students attending three historically Black colleges and universities and one predominantly White university, Cokley reviews and integrates existing research on the academic motivation and academic self-concept of African American students. He then introduces self-determination theory as an additional motivational framework to understand African American students' motivation. While Cokley finds that African American students are intrinsically highly motivated, this motivation is not related to how they perform academically or to their academic self-concept.

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