Literaturnachweis - Detailanzeige
| Autor/in | Smith, Vernon G. |
|---|---|
| Titel | Self-Esteem and Urban Education. |
| Quelle | (1997), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Disadvantaged Youth; Elementary 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) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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