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Self Concept

• A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education
  Considers the need for critical inquiry into the notion of identity, suggesting that the field might reconsider an approach that moves beyond identity toward consideration of cultural models of self. Cultural theory, multiculturalism, and transcultural comparisons of teacher and learning are suggested as areas where self appears to be a useful construct.
• Adult Learning and Development: Multicultural Stories
  This book contains 28 personal stories and poems about growth and development in adulthood that were written by individuals who were purposely chosen to reflect the diversity of U.S. culture and sociocultural factors such as race and ethnicity, gender, class, sexual orientation, and able-bodiedness that affect development in adulthood.
• African Studies in Canada: Problems and Challenges
  Examines the marginalization of African studies in the Canadian public school system and how educators might promote these studies to allow blacks to have a greater knowledge of themselves and increase their self-worth. Various challenges facing curriculum reform and future directions for African studies in Canada are discussed.
• Beyond Race Awareness: White Racial Identity and Multicultural Teaching
  Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism.
• Ethnicity and Ethnically "Mixed" Identity in Belize: A Study of Primary School-Age Children
  Nationalism, as taught in Belize schools, is panethnic and multiethnic, but because the increasingly widespread practice of ethnic mixing is not acknowledged, there is a discrepancy between what is taught and the daily life of students. Research results from 161 elementary school children show that the ethnic self-identification of children is often ignored.
• Exploring the Nature of Race-Related Guilt
  In a hermeneutic phenomenology study, the main purpose of which was to explore how White graduate students made meaning of being White, race related guilt was found to be a prominent emotion. This article explores race related guilt and suggests liberation therapy as a counseling tool to transform guilt to positive action.
• Exploring the Relationships between Racial/Cultural Identity and Ego Identity among African Americans and Mexican Americans
  Relationships between collective identity and ego identity were examined among 229 African American and Mexican American university students. Participants completed scales measuring racial or cultural identity and ego identity.
• Exploring the Self-Perceived Multicultural Counseling Competence of Elementary School Counselors
  Counselors (N=76) from an elementary school completed the Multicultural Counseling Competence and Training Survey to assess their perceptions of multicultural competence. The results suggest they perceived themselves to be largely multiculturally competent, except in areas of racial identity development.
• Identity and Learning: Student Affairs' Role in Transforming Higher Education
  Self-definition plays a crucial role in complex learning. This article offers a framework for making identity central in learning to promote learning and self-authorship.
• Interrupting "Truths," Engaging Perspectives, and Enlarging the Concept of "Human" in Classroom Drama
  Summarizes the author's doctoral dissertation research--a longitudinal, multi-case study of drama practices at the tenth-grade level in a Catholic secondary school for girls. Examines the ways drama education engages girls' experiences and personal/cultural knowledge and expands the perspectives and discourses available to them.
• Making Our Mark: Defining "Self" in a Multicultural World
  Suggests that the classroom is an ideal place to "struggle to be together in our differences," as students begin to formulate their definitions of self and others, and need to learn to deal with differing attitudes and opinions. Describes experiences in the author's class as discussion about immigration in the United States blazed into a discussion about race.
• Matters of Size: Obesity as a Diversity Issue in the Field of Early Childhood
  Notes that obesity is the primary reason for peer rejection in America; examines effects of obesity on wellness, self-esteem, peer relationships, and social status of children/families and early childhood teachers. Suggests that early childhood educators: (1) educate all stakeholders about nutrition and body size issues; (2) speak out against teasing and bullying; and (3) establish policies promoting healthful eating habits.
• Multiracial Asians: Models of Ethnic Identity
  Expanding the definition of "Asian" to include Amerasians of Latino, African, and Native American origins challenges the Asian American community to deconstruct race and examine the racism inherent even in Asian communities. The multiracial experience continues to expand the dynamic construction of Asian identity.
• Process versus Content: Integrating Personal Awareness and Counseling Skills To Meet the Multicultural Challenge of the Twenty-First Century
  Describes a study in which there was a strong relationship between personal awareness and multicultural counseling skills during group supervision. Suggests that during supervision, supervisors should help counselors-in-training to attain wisdom.
• Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms
  A study of over 2000 students in the Toronto area who were ”receiving instruction in inclusive general education classrooms” (2nd to 8th grades). The study compared academic self concept and peer acceptance across four groups of students identified as: ”disabled,” ”at risk,” ”ESL,” and ”non-categorized”.
• Teacher Expectations of Multicultural Exceptional Learners: Impact on "Accuracy" of Self-Concepts
  This paper uses case studies of culturally diverse exceptional learners to illustrate the impact of teacher expectations on the "accuracy" or "inaccuracy" of student self-concepts. In addition, innovative techniques that reduce stereotypic labels and enhance "accurate" self-concepts are discussed.
• Teacher Expectations of Multicultural Exceptional Learners: Impact on "Accuracy" of Self-Concepts
  This paper uses case studies of culturally diverse exceptional learners to illustrate the impact of teacher expectations on the "accuracy" or "inaccuracy" of student self-concepts. In addition, innovative techniques that reduce stereotypic labels and enhance "accurate" self-concepts are discussed.
• Teachers and Self-Esteem for Minorities
  Describes the results of a survey of 32 teachers of children with hearing impairments that found teachers wanted to know ways to help minority students develop self-esteem. A list of multicultural resources is provided, along with a recommending elementary reading list of multicultural readings.
• The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions
  This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement.
• The View of the Yeti: Bringing up Children in the Spirit of Self-Awareness and Kindredship
  Using the mythical creature of the Himalayas, the Yeti, as a symbol for the prejudices and assumptions that people prematurely make about each other, this book discusses bringing up children to accept and cherish diversity and helping them to thrive in an increasingly diverse world. Directed to educators and caregivers of toddlers and preschoolers, the book takes insights from Dutch-, French-, and English-language literature and provides practical examples based on European issues and context.
• The World She Dreamed, Generations She Shared, Visions She Wrote: A Tribute to Virginia Hamilton 1936-2002
  Presents a tribute to Virginia Hamilton. Notes that at a time when Black people, especially girls, were seriously beginning to struggle with self-acceptance and self-worth, Hamilton's "bold and imaginative writing was nothing short of revolutionary." (SG).