Academics, Self-Esteem, and Race: A Look at the Underlying Assumptions of the Disidentification Hypothesis

Abstract

Theorists have argued that global self-esteem should be related to performance in academics. However, studies have reported lower academic achievement among African American students than among White students but have failed to find lower global self-esteem among African American students. Steele has attempted to explain this paradox by proposing that African American children detach their self-esteem from academic outcomes, thus protecting them from failure. The present study tested empirical hypotheses derived from Steele's theoretical framework. Data were taken from a nationally representative longitudinal study of American students. Analyses revealed a pattern of weakening correlations between self-esteem and academic outcomes from 8th to 10th grade for African American students particularly African American male students, whereas the correlations for White students remained stable or increased. These results show general support for Steele's model in the context of a nationally representative sample.