ERIC Number: ED411351
Record Type: RIE
Publication Date: 1997
Self-Esteem and Urban Education.
Smith, Vernon G.
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)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A