Self-Concept and African-American Student Achievement: Related Issues of Ethics, Power and Privilege

Abstract

School-aged children spend most of their daytime hours in school. Therefore, the school is in a strategic and powerful position to influence the development of their self-concept, self-image, self-worth and self-esteem. Academic success attributes most to positive school effects. But for too many African-American learners, school is a setting of limited achievement. Pre-existing structures within the educational system impede academic achievement and contribute to low self-concept. In the early part of the twentieth century, educational and social structures and practices in the United States were established according to the belief systems of powerful decision-makers. Many now entrenched practices fail to promote the full potential of African-American students. As a result, many African-American students are misplaced, mislabeled and channeled into special education and other lower academic tracks. Responsible, ethical behavior requires change. This article explores the psychosocial and educational dynamics of the process. Methodologies and strategies needed to change these practices and/or to limit their ill effects will be suggested.