This paper presents research-based viewpoints on black students' self-esteem and how it relates to achievement. Both historical events and research findings support the argument that blacks' self-esteem and achievement levels have been systematically kept at a lower level than whites'. Arguments for both segregation and insulation are considered important factors in determining the cause of black students' low self-esteem. Cultural differences in black parents' child rearing practices are viewed as major obstacles for black children, particularly black males, to overcome due to the differential teaching strategies of instrumental competencies. Conflict may result from these differences and black cultural training may be viewed as deviant and therefore be condemned. Thus, due to the negative perceptions of others, these cultural differences can create barriers between white teachers and black students and cause low self-esteem in blacks. To increase black students' success in school and their self-esteem, more interventions that focus on family and school experience and on reducing instructional and structural barriers will be necessary. (JS)