The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students

2007 ◽  
Vol 33 (2) ◽  
pp. 188-207 ◽  
Author(s):  
Germine H. Awad
Keyword(s):  
African American ◽  
Racial Identity ◽  
Academic Outcomes ◽  
African American Students ◽  
Self Esteem ◽  
Self Concept ◽  
American Students

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

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.

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