m the NELS (National Education Longitudinal study). NELS was initiated in 1988, by the National Center for Educational Statistics. This data was drawn from 1,052 school in the United states from 25000+ eight graders mainly of Caucasian and African- American decent (only for the purpose of the study). The Variables used where Sex, Race, Socioeconomic status, Grade point average, Academic achievement and Global Self-Esteem. Steele Two forms of data collection. One method being a two -stage stratified design. One stage was the schools and the students within it were the second. It was stated that the side effect of using this method of sampling was that it caused the sample data to be inflated “to equal the exact population of roughly 3 million students”. In doing so, the data became slightly distorted in narrowing down specific statistics. The results determined that African-American students in the 8th grade did not have lower self-esteem than white students and seemed so show a strong correlation of academic success between both sexes. But, the study showed that students in grade 10 who were African American did show to disidentify with their culture and did significantly poorer. 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) This work is relative to my topic because it identifies the decline in studies as a result of discriminatory classroom practice by the teachers. Another study by Osborne identified included a sample of Hispanic boys and girls to try to determine if the same issues that were present among the African- Americans were present amongst the Hispa>