Drawing from existing literature, the authors conceptualized a two-dimensional framework of African American students' academic contingencies of self-worth. The results from exploratory and confirmatory factor analyses with a sample of African American college freshmen (N = 330) supported this prediction. Self-Worth Dependent academic contingencies were characterized by students' self-worth being more wholly reliant on academic performance. Self-Worth Enhancing academic contingencies represented linkages between self-worth and academics where self-worth is reinforced by positive achievement but not necessarily diminished by negative feedback in the educational setting. Correlational and multiple regression analyses were used to test relationships between academic contingencies of self-worth dimensions, race-related factors (identity and discrimination experiences), academic outcomes, and psychological outcomes. Findings showed that Self-Worth Dependent academic contingencies predicted less positive beliefs about Blacks and worse psychological outcomes. Self-Worth Enhancing academic contingencies predicted more positive personal beliefs about Blacks and feeling more connected to Blacks. Implications for African American student motivation, achievement, and adjustment are discussed. (Contains 2 figures and 4 tables.)