Improving Self‐Concept and Learning Skills of Marginal Black Students: A Seminar Approach

Abstract

In this article, an eight‐session seminar model is presented. This seminar is designed to increase participants' study skills and to redefine participants' self‐concepts from those characterized by feelings of inadequacy and frustration to concepts of selves as competent and capable. Specific study skills content covers learning strategies, two‐way communication, learning styles, note making, test taking, vocational planning, and academic coping strategies. This seminar model has been used to meet the above goals with considerable success; relevant data from the evaluation of a class taught using this model is included.