Self-perception and academic achievement: variations in a desegregated setting

Area of Science:

• Educational Psychology
• Sociology of Education
• Developmental Psychology

Background:

• Previous research often focused on racial differences in self-esteem post-desegregation.
• Socioeconomic status (SES) is a critical factor influencing academic and social outcomes.
• Understanding the interplay between race, SES, and self-perception in children is essential.

Purpose of the Study:

• To investigate racial and socioeconomic status (SES) differences in self-esteem among fifth-grade students.
• To examine the relationship between SES, race, self-concept of ability, and academic achievement.
• To identify the primary drivers of disparities in school-related outcomes.

Main Methods:

• A study involving 101 Black and 412 White fifth-grade students.
• Analysis of general and area-specific self-esteem measures (school, peers, home).
• Statistical controls for socioeconomic status (SES) and race in comparative analyses.

Main Results:

• No significant racial differences in self-esteem when controlling for SES.
• Significant SES-based differences in self-esteem when controlling for race.
• Black children scored higher in self-concept of ability than White children when SES was controlled.
• Black and lower-SES students demonstrated lower academic achievement and orientation.

Conclusions:

• Socioeconomic status (SES) is a more significant predictor of self-esteem and academic outcomes than race in this cohort.
• The school environment may present a misfit for lower-SES students, irrespective of race.
• Future research should focus on improving the school-environment fit for disadvantaged students rather than solely on desegregation effects.