Improving Student Self-Image for Better Academic Achievement

1. Improving Student Self-Image for Better Academic Achievement Presented by Children’s Resources for Community Day School Network Conference January 13 -15, 2008

2. Session I Self-Esteem ■ Issues of Hair, Race, and Self-image for African-American Youth ■ Duality of Socialization

3. Physical Attributes A study of fifth grade teachers found that a child’s attractiveness was significantly associated with the teacher’s expectations concerning the child’s intelligence, his or her parents’ interest in education, the likelihood of future success, and popularity with peers. Clifford, M.M. & Walster, E. (1973, Spring). Research note: The effect of physical attractiveness on teacher expectations. Sociology of Education, 46, 248.

4. Bias in Appearance When the teacher and/or the peers are of a culture that considers their beauty standards superior to that of the physical standards held by African- Americans and Hispanics, a teacher (regardless of his or her own ethnic background) may behave in a negative and biased manner with minority students. Peers who are of the dominant culture may also favor their own beauty standards, and not recognize the beauty within all fellow classmates.

5. Implications This failure to see beauty in every child does carry implications for the education and motivation of African-American and Hispanic students. There are some African-American and Hispanic youth who are likely to see themselves as unattractive based on white standards of beauty. Student perceptions of their attractiveness can effect both the social and academic self-image.

6. Beauty, Appeal, and Race African-Americans are bombarded with beauty images of European culture. Whether through music videos, shampoo and cosmetic commercials, and soap operas, that which is defined as beautiful is usually defined by European standards. These images tend to make us, African-Americans, feel less beautiful and ultimately impact our self-esteem in a negative way.

7. Beauty and Intelligence If such standards lack appreciation for our unique physical attributes, then it should not surprise us to learn that the academic lessons and teacher expectations are also influenced by racial and cultural biases. Video “A Girl Like Me”

8. Self-Image & Performance Evidence shows that a student’s academic performance is related to how the student sees him or herself in comparison to others. For many African-American and Hispanic youth, self-image not only affects academic performance, but also how they respond in social settings. Kuykendall, C. (1987). You and yours: Making the most of this school year. Washington, DC: Mid-Atlantic Equity Center.

9. Impact on Self-Image You’re not beautiful + (therefore) You’re not smart ___________________ = Low Self-Image

10. Types of Self-Image Children develop two self-images as they mature into adulthood: 1. Social Self-Image – Influenced by family, peers, churches, boys and girls clubs, recreation centers, etc. 2. Academic Self-Image – Molded by teachers, school, classroom experiences, and educators.

11. Social Self-Image The Role of the Family Parents, siblings, and other family members greatly effect how a child internalizes feelings of love and acceptance. • Children who have strong bonds with members of their family are likely to see themselves in a positive light. • Children who experience excessive criticism and a lack of love within the family circle are likely to fault themselves and experience damage to their social self-image. This kind of damage can also be caused by sibling rivalry.

12. Social Self-Image The Role of Peers When the adults in their lives do not provide acceptance, affection, appreciation, and approval, Black and Hispanic youth are more likely to get these needs met through interaction with their peers or adults who are part of the street culture in their communities. • Black and Hispanic youth are especially loyal to peers where there is an acceptance of their shortcomings, appreciation of their strengths, and approval of their unique talents and abilities. • Black and Hispanic youth develop their behaviors, such as walk, talk, dress, dance, etc., through acceptance of the peer group, and to reflect their place within the group. (This is especially true for boys, as they do not value academic self-image as much as they do social self-image.)

13. Social Self-Image The Role of Other Social Systems Participation in social clubs, churches, or on sports teams can help a child develop strong bonds and a positive social image. • Coaches, mentors, counselors, etc. can serve as role models to youth as they interact in social settings an activities. They can also be there to listen. • Children benefit from guidance, attention, and a moral foundation. From mentors in the church and community, children can receive advice and avoid making severe mistakes that stem from peer pressure, sex, drugs, etc.

14. Building Student Self Image • Appreciate your students • Take the time to build rapport • Implement diverse learning activities • Find the positive in every effort • Learn from your students (mutual exchange) • Be sensitive to cultural and socioeconomic differences • Encourage your students to try new and challenging activities • Find ways to recognize and award efforts

15. Duality of Socialization Cultural Language Black children have to be prepared to imitate the “hip” and “cool” behavior of the culture in which they live, such as that of the peer group, while at the same time, adopting the behaviors that are necessary to go out in the mainstream society, interact with the dominant culture, and get a job. African-Americans and other minority groups in the society therefore have to become socialized in two distinct cultures: the culture of the “hood” or peers and the culture of the economic power group or “white society”.

16. Academic Self-Image The Role of the Classroom As youth flee from perceived failure and ego-destroying experiences in the classroom, they seek success in those social arenas where they feel that success if most likely. It is not unusual for some children and teens to display positive social self-image, while at the same time having a negative academic self-image in educational environments. • It is the responsibility of schools and educators to provide an academic environment that offers encouragement, praise, and the opportunity for accomplishment to promote the positive academic self-images of African-American and Hispanic youth. • Teachers need to identify and develop the unique cultural and social strengths that African-American and Hispanic youth bring to the classroom.

17. Duality of Socialization Group Cohesion African-Americans have used “black language” to promote and maintain group unity and cohesion in the midst of an oppressive society. • While the appropriateness and usefulness of speaking standard English in certain situations is understood, African-American and Hispanic children are often pressured by their peers to speak the cultural language or slang. • African-American and Hispanic parents have the challenge of understanding and helping their children to successfully function within the peer group, while also providing them with the skills and abilities they will need to succeed in the outside society.

18. Respecting Both Worlds - Teachers should acknowledge the value of achievement in the social setting, while reminding the children that academic world has its rewards as well. • Understand the student’s perspective and be patient with his or her performance. - Examine your own communication and avoid conveying attitudes of superiority.