Self-Concept and the “Disadvantage” of Ethnic Group Membership and Mixture

Abstract

Numerous studies have found self-concept to be significantly related to academic achievement for so-called as well as other students (e.g., Brookover & Thomas, 1963; Campbell, 1965; Coleman, 1966; Meyers, 1966; Caplin, 1968; Paschal, 1968; Epps, 1969; Frerichs, 1970). Is has also become increasingly clear in the light of the schools' attempt to serve the disadvantaged that the schools have a fundamental responsibility to enhance the self-concepts of their students (Clark, 1963; Tannenbaum, 1967; Marston, 1968). This objective has been prescribed and described for virtually all programs for the disadvantaged (Gordon & Wilkerson, 1966; Smiley, 1967; Fantini & Weinstein, 1968). A low self-concept has been cited as one of the major characteristics of the disadvantaged (Gordon, 1965; Havighurst & Moorefield, 1967). Whether or not such a disadvantage exists and persists depends largely on the relationship between self-concept and ethnic group membership and mixture.