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white compatriots steadily improved. After the findings it had been proposed that the African American boys seemed to detach their self-esteem from academic outcomes, thus allowing them to protect themselves from the fact that they will receive bad marks. The results identified that the minority students cared less about themselves and felt as if they were not of any worth nor satisfied with themselves as a result of seeing the academic environment as “discriminatory and lacking in rewards” (J.W Osborne, p.453). Osbornes work seemed strong and very informative especially by way of his data collection method and sample size. This work is relative to my topic because it identifies the decline in studies as a result of discriminatory classroom practice by the teachers.

Osborne, Jason. (1997). Race and academic disidentification. Journal of Educational Psychology. 89. 728-735.10.1037/0022-0663.89.4.728.

This is a brief, yet more in depth look at his previous study with the inclusion of a third party (Hispanics). Jason Osborne is a PhD researcher who is trying to understand the correlation, if any, between self-esteem and academic performance. This study tested males and females of the Caucasian, African-American and Hispanic demographic. The findings reconfirmed the idea that the African-American students disidentification to academics was a group level response to the present stigmas they were aware of. (J.W. Osborne, p.729) Hispanics were also seen to disidentify with their studies as well mainly because they spoke other languages. The idea of race identification plays apart in this study as Ogbu (1988) theorizes that the “caste-like” system that has developed in the school cause African -Americans to reject the path of gaining education (J.W. Osborne, p.735). The study is strong by Osborne again, but is biased as it only focuses on visible minorities. Although, this mainly was the focus, studying stigm