can be presented. This will allow researchers to present the findings to the school board and psychologists to work on an effective plan to combat adolescent self-esteem issues plaguing these students or if the bigger issue of racism or discriminatory practices are what is causing the inability to be successful amongst African-American students. As for the second study, data collection obtained by overt, qualitative methods and ethnography practices, will hope to show the rates in which these people (Dominicans and Jamaicans along with Europeans) and the rate in which they face deportation. Annotated bibliography Osborne, J. W. (1995). Academics, Self-Esteem, and Race: A Look at the Underlying Assumptions of the Disidentification Hypothesis. Personality and Social Psychology Bulletin, 21(5), 449–455. https://doi.org/10.1177/0146167295215003 Jason W. Osborne, a PhD professor now at Clemson University, analyzes data obtained on self-esteem and African-American children. The research takes a look at how self-esteem and academic achievement may or may not be linked. Specifically focussing on how African Americans in 8 – 10th grade seem to be less successful in their academic studies vs. their white counter parts. The results showed that though, the African Americans boys were given substantial reinforcement, their test scores never improved, while their 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 inc>