Investigations linking communication media experiences and self-concepts suggest that changes in the self-concept of Afro-American students may be acutely affected in instructional environments through group activities employing mediated approaches, participation in the media as producers rather than consumers, and instruction through visual literacy classes. Stressing individual rights rather than the rights of groups in the United States has had a detrimental effect on Afro-Americans. To compound the problem, these students have had to learn the most abstract form of symbolism--language--while coping with two cultures in one locale. Programs for improving the status of minority groups, prescriptions for improving the achievement of minority and disadvantaged groups in school, and methodologies for enhancing educational environments in this country have not proven to be remedies. Self-enhancing learning environments involving visual media should be created where group membership responsibility can be more readily stressed based on heritage and tradition. This process would enhance self-concept, facilitate academic achievement, and negate an ever-growing social order of black WASPS. A 90-item bibliography is attached. (CHC)