Impact of Self-Esteem and Identification with Academics on the Academic Achievement of African American Students
School of Education
Doctor of Education (EdD)
Kathie J Morgan
Primary Subject Area
Education, Administration; Education, General
African American students, grade point averages, identification with academics, minority students, self-esteem, student achievement
Bell, Edward Earl, "Impact of Self-Esteem and Identification with Academics on the Academic Achievement of African American Students" (2009). Doctoral Dissertations and Projects. 266.
This study examined the impact of self-esteem and identification with academics on the academic achievement of African American students in a charter school setting. Ninety-three students participated in this study. Using a pretest/posttest control group design, both the experimental group and the control group were administered the Rosenberg Self-Esteem Inventory and the School Perception Questionnaire (SPQ) as pretest measures of self-esteem and identification with academics at the beginning of the experiment. The control and experimental groups were administered the Rosenberg Self-Esteem Inventory and the School Perceptions Questionnaire (SPQ) at the end of the experiment. The control group received no intervention between the pretest and the posttest, while the experimental group was taught the Start Something curriculum. The grade point average (GPA) of each of the students in the control group and the experimental group were recorded at the beginning and of the experiment. African-American students who participated in the experimental group and were taught the Start Something curriculum had higher grade point averages than students in the control group who were not taught the curriculum. No differences were noted in self-esteem and identification with academics for the control group and experimental groups, as shown by pretest and posttest measures.