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DOCUMENT RESUME UD 031 883 ED 411 351 Smith, Vernon G. AUTHOR Self-Esteem and Urban Education. TITLE 1997-00-00 PUB DATE NOTE 45p. Evaluative (142) Reports Information Analyses (070) PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE Academic Achievement; *Disadvantaged Youth; Elementary DESCRIPTORS Secondary Education; *High Risk Students; Literature Reviews; Minority Groups; Racial Discrimination; *Self Esteem; *Social Influences; Teacher Attitudes; *Urban Youth ABSTRACT This qualitative work analyzes selected major literature on self-esteem from the standpoint of urban youth education. It defines and describes elements of self-esteem, and links self-esteem to self-worth, learners' social environmental cues, teacher attitudes, and other variables. At-risk youth carry the additional burden of internalizing disapproval based on behavior associated with race and poverty. Stressing the importance of self-esteem of minorities to academic achievement, this work suggests specific classroom strategies for building positive self-esteem in at-risk students. To improve the self-esteem of students, teachers must first consider their own self-esteem, because teachers with high self-esteem are more effective teachers. The teacher who is committed to enhancing self-esteem must develop a classroom environment that promotes self-esteem in an atmosphere of positive social values. Strategies that enhance cooperation and social responsibility also build the self-esteem of urban minority students. Research supports the contention that the academic achievement of minority students can be increased significantly if educators focus on positive self-esteem. (Contains 60 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** SELF-ESTEEM AND URBAN EDUCATION Vernon G. Smith Assistant Professor, Indiana University Education Division Indiana University Northwest 3400 Broadway Gary, Indiana 46408 (219) 980-7120 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Vernon G. cen XThis document has been reproduced as received from the person or organization originating d Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu- INFORMATION CENTER (ERIC) ment do not necessarily represent official OEM position or policy. BEST COPY AVAILABLE 2 ABSTRACT This qualitative work analyzes selected major literature on self- defines and esteem from the standpoint of urban youth education. It self worth, describes elements of self-esteem and links self-esteem to learners' social environmental cues, teacher attitudes and other variables. At-risk youth carry the additional burden of disapproval internalizing Stressing the based on behavior associated with race and poverty. importance of self-esteem of minorities to academic achievement, this positive self- work suggests specific classroom strategies for building esteem in at-risk students. 3 Self-Esteem and Urban Education By Vernon G. Smith Introduction In the quest for excellence in education, educators have explored quality of educational many factors that may or may not contribute to the Some assert the quality of education can be attainment among students. Others tout staff development and raised with more financial resources. new methodologies that will meet the needs of Still others children. believe that achievement is diminished by poverty, racism, sexism, and such as the lack of what is traditionally seen as personal abilities, Some argue that social problems that undermine and limit intelligence. all children are to learn as desired. children's ability must be solved, if Yet another group is convinced that the way children seem to feel about themselves is the determining factor as to whether they will be able to All of the above seem to influence What is the answer? learn effectively. the educational process, yet "there seems to be a difference between children who are successful in school and those who aren't, but not all the or social indices" difference can be attributed (Bean, intelligence to 1992c, p. 2). This qualitative work analyzes major literature on self-esteem and 4 2 (a) defining the of self-esteem: explores the variable urban youth. It and (c) stressing concept, (b) noting its impact on student performance, self-esteem being addressed with need for working critical in the inner city schools, especially minority children. Based on the children in literature and the author's own experience, specific, analysis of critical that are for the teacher are offered strategies practical classroom attitudes and increase self-esteem, mold build positive designed to confidence through classroom experiences. self-esteem? is What 1980's Heath and McLaughlin's work troubled in the late In of the United States neighborhoods in three major metropolitan areas children whose home and successful "puzzling cases of revealed community lives should have foretold disaster but who had somehow survived -- who had not been destroyed by their environments" (p. 2). On the other hand, Bean (1992c) points out that "many children have the right 2). He has chosen to indices to be successful in school, but aren't" (p. describe this discrepancy as the presence or absence of self-esteem. their situations have observed both for years in Teachers transcend their environment, seem to When children classrooms. When children do not feel good to high motivation. teachers attribute it 5 3 about themselves and do not do well in school when one would expect them to do so, teachers have tried to help them by motivating, encouraging, to help them to develop praising, smiling, touching, and giving approval However, if we are to achieve confidence through classroom experiences. at what causes this education, a more focused look excellence in unpredictability of behavior or performance must occur. Bean (1992c) stated that self-esteem is about the way people feel, is about being satisfied. not just feeling "good"; yet he said it it is According to him, children feel satisfied as a result of having done enough He noted that the things of the things that fulfill their needs and wants. children do (behavior) or say (reflection of thinking) are not self-esteem, self-esteem is unconscious He argued that and but are expressions of it. affects everything one does, especially when one's emotions are involved. a person feels, the way said self-esteem Bandura (1984) is possesses, and desires self-respect, as well as self-acceptance, personal worth, competence, strength, achievement, adequacy, mastery, identity, recognition, attention, dignity, independence, freedom, prestige, status, and appreciation. Reasoner (1982) defined self-esteem as the feeling of self-respect. (a) a sense of He included five characteristics of self-esteem, namely: 6 4 security, (b) a sense of identity or self-concept, (c) a sense of belonging, (d) a sense of purpose, and (e) a sense of personal competence. her guide for persons interested in conducting Johnson (1992) in workshops designed to foster positive self-esteem described self-esteem "as a personal judgment of your own self-worth" and adds that "it is based (p. 2). on how you believe your abilities and skills to be" "Promoting Self- their paper, Sparks and (1991) Stinson in Responsibility and Decision Making with At-Risk Students," talked about In describing help at-risk students believe in themselves. the need to self-esteem, they used such descriptive terms as "a sense of self-worth," "feel worthwhile," and "believe in yourself." In a guide developed by the Instructional Materials Laboratory of the is asked, "What is self- University of Missouri-Columbia, the question stated: self-esteem forms a solid foundation on which to esteem?" It is a basic component of personality and has a build success in life. It The guide also major impact on interpersonal relationships (1987, p. 1). used such descriptive terms as "favorable self-regard," "self-respect," to describe self-esteem and " self- acceptance" . "self- Beane and Lipka (1986), noting the confusion over the terms concept" and "self-esteem," defined self-concept "as the description an 7 5 individual attaches to himself or herself "(p. 5), but go on to state "self- self- esteem, on the other hand, refers to the evaluation one makes of the concept description and, more specifically, the degree to which one is in whole or in part" (p. Self-esteem judgment, they satisfied with 6). it, asserted, is based on values or value indicators such attitudes, beliefs, or To understand the difference and the interdependence, they interests. describe himself as a good gave the example of an adolescent who "might change that but may wish (self-esteem) to (self-concept), student because he wants to be accepted by peers who devalue school success In summary, they say self-concept and self- (value indicator)" 8). (p. esteem are distinct dimensions of the broader area of self-perceptions, This the former being description and the latter being evaluation. in terms will be retained. distinction The Conditions and Arenas of Self-Esteem in his book, The Four Conditions of Self-Esteem, Bean (1992c) They are (a) the sense four feelings that everyone experiences. identified of connnectiveness, (b) the sense of uniqueness, (c) the sense of power, and (d) the sense of models. Bean explained the four as follows: Children must be able to gain Sense of Connectiveness. 8 6 satisfaction from the people, places, or things they feel connected to. Children with a high Sense of Connectiveness: Feel they are a part of something. Feel related in important ways to specific people, places, or things. Identify with a group of people. Feel they belong to something or someone. Feel they are important to others (p.29). Children must acknowledge and respect the Sense of Uniqueness. qualities and characteristics about themselves that are special and different, and they must receive confirmations from other people that those qualities and characteristics are important. Children with a high Sense of Uniqueness: Feel there is something special about themselves. Feel they know things or can do things that no one else knows or can do. Know that other people think they are special. Are able to express themselves in their own unique way (pp. 30-31). 9 7 Sense of Power. Children need to have the competence to do what they must, the resources required to effectively express their competence, and the opportunity to use their competence to influence important circumstances of their lives. Children with a high Sense of Power: Believe they can do what they set out to do. Feel confident they can handle, one way or another, what is put before them to do, including things that might be risky or challenging. Feel they are in charge of their own lives, overall, despite depend on others some of the time. having to Feel comfortable when they have a responsibility to fulfill. Feel others can't make them do things they don't really want to do (p. 32-33). Children need to be able to refer to human, Sense of Models. philosophical, and operational models to help make sense of the their own goals, They use these reference points to set world. values, personal standards, and ideals. Children with a high Sense of Models: Know people they feel are worthy of being emulated. 10