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

Beyond Self-Concept and Self-Esteem for African American Students: Improving Racial Identity... While it is recognized that self-concept and self-esteem affect the academic achievement of students, few publications have focused on the affective and psychological needs of students who are gifted and ethnically or culturally diverse. In this article, we extend the discussion of self-concept and achievement by focusing on how racial identity development affects the achievement of gifted African American students. We argue that few efforts, designed to improve gifted Black students' achievement and social-emotional well-being, will be successful until educators focus specifically on their racial identity. While we acknowledge that a focus on racial identity is necessary for all African American students, we are most concerned in this article with gifted Black students because so few have been identified as gifted. Along with describing racial identity development and issues facing gifted African American students, we offer solutions for change. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

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

The High School Journal, Volume 87 (1) – May 11, 2003

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Publisher
University of North Carolina Press
Copyright
Copyright © 2003 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

While it is recognized that self-concept and self-esteem affect the academic achievement of students, few publications have focused on the affective and psychological needs of students who are gifted and ethnically or culturally diverse. In this article, we extend the discussion of self-concept and achievement by focusing on how racial identity development affects the achievement of gifted African American students. We argue that few efforts, designed to improve gifted Black students' achievement and social-emotional well-being, will be successful until educators focus specifically on their racial identity. While we acknowledge that a focus on racial identity is necessary for all African American students, we are most concerned in this article with gifted Black students because so few have been identified as gifted. Along with describing racial identity development and issues facing gifted African American students, we offer solutions for change.

Journal

The High School JournalUniversity of North Carolina Press

Published: May 11, 2003

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