This guide to improving Black student achievement by enhancing self-image is the third part of a four-part series addressing the essential characteristics of effective instruction that have a positive impact on the academic achievement of Black and Hispanic students. A positive academic identity is crucial for underachieving Black students. Teachers play a major role in building students' belief in and respect for themselves by providing an atmosphere in which students can experience success. Poor attitudes about learning and negative classroom behaviors are often shaped by what a student perceives as the teacher's attitudes, behaviors, and expectations. The following school-related factors comprise institutional racism that reinforces negative self-image: (1) curricula, instructional strategies, and teaching styles that are incompatible with cultural preferences; (2) absence of materials that include Black content and role models; (3) stereotyping that results in low or negative teacher expectations; (4) tracking that results in failure to foster higher order thinking skills; and (5) test bias. Strategies are suggested in the following areas: (1) mitigating the effects of institutional racism; (2) using teaching styles that are sensitive to Black culture; (3) using flexible and cooperative grouping; (4) demonstrating high expectations; (5) teaching higher order thinking skills; and (6) overcoming fear of failure and rejection of success. Ten charts, an illustration of the thinking process and the writing process, and three worksheets to identify and improve low self-image are included. A 93-item bibliography is appended. (FMW)