Self-esteem+Across+Cultures

= Self-Esteem and Ethnic Identity = = By Elizabeth Gillis and Kathryn Warren =

Helping to raise the self-esteem of children is a desire for many who work in the educational setting. Increasing a child’s self-concept can be accomplished in many ways, such as encouraging, supporting, and empowering children. These are methods that educators can use to help enhance a child’s self-perception “in relation to their attributes and abilities” (Kenny & McEachern, 2009, p. 207). Supporting a child’s already healthy self-esteem or increasing a child’s self-esteem that is not high is imperative to school success, since self-esteem is related to academic achievement (Kenny & McEachern, 2009). In fact, students with positive views of themselves perform better in school than those who do not (Schellenberg & Grothaus, 2009). A person’s “total self-concept is shaped by both cultural and biological factors” (Kenny & McEachern, 2009, p. 209). One of the many components that make up self-esteem is a person’s ethnic identity. Racial or ethnic identity is the identity of one’s self based on the perceptions of their race or the way that society defines and perceives a particular race (American Anthropological Association, 2007). In fact, “cultural identity has a profound impact on our sense of well-being within our society and on our mental and physical health” (McGoldrick, Giordano, & Garcia-Preto, 2005, p. 1). Racial identity is “related to self-esteem, coping mechanisms, and one’s sense of belonging in the world” (Brammer, 2004, p. 18). Research has shown that in minority students, “unlike their White counterparts, race and ethnicity are often central themes to identity and create differential challenges and opportunities” (Akos & Ellis, 2008, p. 26). As an example, much research has indicated that “Black students are more likely than White students to encounter barriers to healthy racial identity development” (Akos & Ellis, 2008, p. 26). Research has also suggested that ethnic minority students may be more susceptible to self-esteem issues if they have not formed a healthy view of their ethnic background (Malott, Humphreys, & Martinez, 2010). When children lack a sense of ethnicity and cultural background, self concept is often diminished. This is especially true when students do not have sufficient and suitable community and family support (Diller, 2007). What does this information mean for teachers and school counselors? Counselors and teachers who can help identify and build upon the strengths of students are necessary for culturally relevant instruction. Research indicates that teachers feel inadequate when working with minority students, especially those with limited English proficiency (Schellenberg & Grothaus, 2009). More disturbing statistics show that a significant number of teachers felt that education was not important to minorities or their parents (Schellenberg & Grothaus, 2009). These findings confirm that teachers can have a negative impact on students' self-image, academic achievement, and overall school relations (Schellenberg Grothaus, 2009). Therefore, one purpose of the article is to give teachers applicable interventions that will help increase their students' ethnic identity. Utilizing these interventions will enhance the teachers' knowledge about the various ethnic identities of their students, thus increasing their adequacy in teaching all students, including those who have different ethnic identities. Another purpose of the article is to demonstrate how school counselors can help teachers accomplish an increased racial identity in the students. An ethical responsibility of the school counselor is to "promote racial and ethnic identity development" (Akos & Ellis, 2008, p. 31). Working alongside teachers to provide students with ways to enhance their cultural identities is one way that counselors fulfill this responsibility. As mentioned earlier, increasing one's ethnic identity leads to an increase in their self-esteem (Brammer, 2004). Therefore, teachers and school counselors need to collaborate to find interventions that focus on building students’ self-esteem through obtaining a healthy ethnic identity. Since self-concept is “related to school success and academic achievement” (Kenny & McEachern, 2009, p. 207), raising the self-esteem of students should be a priority in all realms of the education world. Many interventions can be used to increase students' ethnic identities. Teachers and school counselors can work together to implement interventions that focus on improving self-concept and racial identity. Counselors can help the teachers plan the interventions, while the teachers implement them. Counselors can show support for the interventions by attending class presentations about different cultures, providing a class guidance lesson on self-esteem or cultural diversity, or referring the teacher to outside agencies that promote cultural diversity. Both teachers and counselors can assist students in cooperative learning (Kenny & McEachern, 2009), which can lead to appreciation of one's self, as well as appreciating others. One strategy to increase ethnic identity is to create bulletin boards that celebrate different cultures. Another method is to host a multicultural day. Here, students can dress in the traditional attire of the culture they choose and "play the part" throughout the day. Inviting minority leaders in the community to speak to students or to volunteer their time in the classroom is another intervention that increases the ethnic identities of students, especially minority students. Having students bring in artifacts that represent their cultural heritage is yet another way to increase the ethnic identity of students. Allowing students to research their ethnic past and report their findings in a presentation is a great way to increase ethnic identity and can also bridge the differences of students by making the class aware of different cultures and their history, traditions, and modern day life.
 * Introduction to Self-Esteem and Ethnic Identity**
 * Audience**
 * Interventions**

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With mounting evidence that shows high self-esteem and ethnic identity being linked to high academic performance, teachers and counselors must collaborate to create intervention programs designed to facilitate ethnic identity exploration. According to research, this will increase students' self-esteem, leading to an increase in academic success. There are many interventions available that will positively affect students' ethnic identities, while educating others about different ethnic identities. Learning about another person's culture and historical background usually bridges the differences between people, making inter-racial relationships more positive. By collaborating, teachers and school counselors initiate a "process of mutually seeking ways to understand and resolve challenges" (Baker, Robichaud, Dietrich, Wells, & Schreck, 2009, p. 201). Creating an atmosphere where all students feel valued and accepted is the challenge. By utilizing interventions that enhance ethnic identities among students, the self-esteem of students rise, thus positively affecting the academic success of students. Indeed, this fits into the educator's role of advocating that all students are given the "academic, personal/social, and career" (American School Counselor Association, 2005, p. 142) tools they need to succeed in life.
 * Summary**
 * Conclusion**

1. Racial identity is related to which of the following: a. self-esteem b. coping mechanisms c. sense of belonging in the world d. all of the above
 * Final Exam Questions**

2. This article is specifically intended for: a. Parents b. Students c. Teachers and school counselors d. School administration

3. This article focuses on improving which of the following: a. Appearance b. Financial status c. Racial identity d. Athletic ability

4. Self-concept is related to academic success: a. True b. False 5. What do teachers and counselors "initiate" when collaborating?

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