NCCRESt

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Self Esteem

• "The Place I Will Always Remember": Drawing on Experiences through the Quilt Project
  Discusses a quilt project in which ninth-grade English-as-a-Second-Language students wrote, drew, and talked about what they knew, remembered, and felt on the topic "Where I Came From," creating an anthology and a quilt. Describes how students' speaking practice, written language abilities, and self-confidence improved.
• African American Women's Self Esteem Workshop: Yalom Meets Karenga
  Yalom's group theory and Karenga's Afrocentric paradigm are integrated in a workshop for African American women via the topical themes of each workshop session, the developmental approach from a semistructured group to a process-oriented group, and the process of training a practicum student.
• 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.
• Cross-Cultural Field Placements: Student Teachers Learning from Schools and Communities
  Presents two cultural immersion projects where student teaching and community involvement interact synergistically. Also discusses learning outcomes of the projects, examines the importance of service learning, and explains how traditional student teaching assignments can incorporate many of the design principles that characterize cultural learning and preparation for diversity.
• Educational Experiences of Chinese Pupils in Manchester
  Studies educational experiences and attitudes of 200 Chinese secondary school students in Manchester (England). Findings support the claim that most were confident in their school work and most liked school.
• Effects of a Hmong Intern on Hmong Students
  A program on Hmong culture, language, and history was implemented in a diverse, urban, public elementary school. Observations of two Hmong students while in the Hmong program and in their regular classroom were compared.
• Evaluation Report: SALSA Educational Programming
  SALSA is a 30-episode video series for early elementary school children produced by Georgia Public Broadcasting. It is intended to do three things: (1) introduce non-Spanish speaking children to the Spanish language and Hispanic cultures; (2) promote appreciation for the Spanish language and Hispanic cultures; and (3) promote cultural pride and self-esteem among Hispanic children.
• Evaluation Report: SALSA Educational Programming
  SALSA is a 30-episode video series for early elementary school children produced by Georgia Public Broadcasting.
• From Remedial to Gifted: Effects of Culturally Centered Pedagogy
  Describes a culturally relevant Spanish program in a high school that helped native speakers avoid failure due to culturally inappropriate teaching. The class maintained Latino students' native language and increased language fluency by developing thinking, oral, and written Spanish skills.
• Implementation Strategies for Creating an Environment of Achievement
  Convinced of the educational benefits of campus diversity, Mt. Holyoke College (Massachusetts) developed policies and practices to foster the academic and social skills needed for success in a diverse society.
• Mexican American Children's Ethnic Pride and Internalized Racism. JSRI Occasional Paper No. 41. Latino Studies Series
  Nearly 100 Mexican American children and adolescents in grades 2-12 were interviewed in central Texas to determine their understanding of ethnicity and their attitudes toward their own ethnicity. Their responses were interpreted in relation to a developmental model with five stages or "perspectives" in reasoning about ethnicity.
• Multiculturalism, Diversity, and African American College Students: Receptive, Yet Skeptical?
  Hypothesized that African American college students with higher racial self-esteem would be more open to diversity and multiculturalism than students with lower racial self-esteem. Surveys indicated that most students valued diversity-oriented courses, though most also believed that diversity courses were biased against African Americans.
• 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 Family Tree: Nurturing Language Growth through "All the Parts of Me."
  Describes a month-long project in an eighth-grade English classroom in which students (from many countries, many of them immigrants) read an array of bicultural literature, and each researched, wrote, and compiled a many-faceted Family Tree notebook. Shows how students can achieve both their own cultural authenticity and English language competence without loss of personal voice.
• The Multicultural Movement and Its Euphemisms
  Discusses educational implications of the multicultural movement, highlighting: relativism versus anti-relativism; consequences of institutionalizing differences; implications of confusing culture with identity; tensions involved in cultural identification; African Americans as an example of race, class, and education; the neglected variable of social class; black culture versus black identity; subjective culture, self-esteem, and community; and positive approaches to these debates. (SM).