Abstract
The purpose of this study was to investigate the effects of a role-taking, action learning program on the cognitive and ego development of African–American rural high school students. The program employed instruction in scientific problem-solving in relation to past and current contributions of African–American scientists. There were two experimental and two comparison groups during the one semester program. The main effects were assessed in two related domains: (1) concrete to abstract thinking (a Piagetian measure); and (2) self-concept development (Loevinger's Ego Stages). The results indicated statistically significant gains in both abstract thinking and ego stage. Implications for school curriculum modification are also detailed.
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