Exploring the impact of historically Black colleges in promoting the development of undergraduates' self-concept

The purpose of this study was to increase understanding of how institutional context affected the development of self-concept in a sample of 273 African American college students, 67% of whom were female. The findings from this study suggest that students attending church affiliated historically Black colleges develop significantly higher self-ratings in three domains of self-concept - psychosocial wellness, academic, and achievement orientation - than do students attending similar predominantly White institutions.