Self-Concept of African-American Students: An Operational Model for Special Education
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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.
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2003 ◽
Vol 73
(4)
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pp. 524-558
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2007 ◽
Vol 33
(2)
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pp. 188-207
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2018 ◽
Vol 44
(6)
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pp. 532-561
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1995 ◽
Vol 55
(6)
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pp. 1039-1046
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