ERIC Number: ED063219
Record Type: RIE
Publication Date: 1972
Reference Count: 0
Changes in Academic Roles of Black and White Compensatory Education Students and Its Effects on Self-Concept-of-Academic-Ability.
Olsen, Henry D.
A relationship exists between an individuals' perception of his ability to learn and his academic achievement. This paper reports the findings of a study designed to identify the level of self-concept of academic ability of 121 students, comprised of 108 blacks (64 males and 44 females) and 13 whites (7males and 6 females), upon enrollment in and completion of a pre-college compensatory education program in New York State during 1968-1969. Enrollment in compensatory education constitutes one academic role, while completion constitutes another role. The Brookover Self-Concept-of-Academic-Ability Scale was administered to subjects upon entering and again upon completing the program. It was theorized that there would be a positive change in self-concept of academic ability of 1) each subject as a result of moving from one role to another; 2) black and white subjects from test 1 to test 2; and, 3) both male and female subjects from test 1 to test 2. It was concluded that changes in academic roles had a positive effect on the self-concept of academic ability of male and female black subjects; but only for white male subjects. The research indicates that compensatory education programs could positively affect self-concept improvement contributing to academic achievement. (Author/SJM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association