Psychology of Minority Problems
Recent research on black children and adolescents and on other minority groups is opening up new understandings of early motivation and academic success. Three negative things have come to light. :rrst, minority group members in general have low expectancies for success, except where some special talent may be evidenced at an arly age. This low expectancy relates especially to ademie success. Second, minority children, when compared to bite children, find fewer academically successful racial models to follow. This is in marked contrast to professional sports wh2re ath· letes offer many outstanding models. Third, young minority persons often develop a syndrome of hopelessness as they see their handicaps increase and chances of achievement bog down.
On the positive side, some minority members find highachievement motivation once they make a distinction between lack of success due to discrimination and that due to person's inadequacy. One theory holds that when discrimination is a root Cluse of lack of motivation, group efforts to remove discrimination increase motivation more than emphasis on self-betterment. The same social values and cultural motivators that are stimulating in the life-styles of one individual can actually be obstacles to another person. This is especially true if the values are not related to his or her cultural norm.
In writing on the changing educational climate related to the identity trauma of blacks, Doris Mosby makes several points. First, the national stereotype of the black is changing toward a more positive image. Second, the pride of blackness as a state of mind is being reinforced in the home. Ancient heritages and physical traits are being judged by new and different standards of merit. Third, the home is beginning to confront, challenge, and condemn the previous black cultural image.
