ERIC Number: ED312369
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Self-Concept Report Differences between At-Risk and Not At-Risk African-American Elementary School Students: Implications for Teacher, Counselors, and Principals.
Williams, Hampton S.; Leonard, Rex L.
This study sought to determine whether the self-concepts of African American at-risk and not-at-risk elementary school students differed significantly. The research was based on the self-concept theories of Mead, Lehy and Shirk, and Purkey. Ninety-four fifth and sixth grade students from a South Mississippi school district, half of them at risk, half not, responded to the "About Me Self-Concept Report," a 30-item Likert-type scale. Significant differences were found between the two groups on the "general self," the "self in relation to others," and the "physical self." No difference between the groups was found on the "achieving self" and the "self-in-school" items. Since there is evidence that early intervention can improve the self-concepts of at-risk students, guidance services should be extended so more children can be counselled, and counselors should help elementary school teachers plan and implement effective activities to foster positive self-concepts among at-risk students. A list of 25 references is included, and a table presents the findings statistically. (WS)
Publication Type: Reports - Research; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 1989).