Promoting positive self-esteem in ethnic minority students: The role of school and classroom context

Abstract

Self-esteem is considered a core component of psychological well-being, and it has long been assumed that disadvantaged ethnic and racial minority children and adolescents suffer from low self-esteem due to discrimination and the internalization of prejudice. Yet research has contradicted this assumption and shown that they are able to maintain relatively positive self-evaluations and general self-esteem despite the threats of discrimination and prejudice. In this chapter we discuss past and future research on school and classroom characteristics that can promote positive self-esteem among ethnic minority students. We start by giving a broad overview of the nature and antecedents of self-esteem more generally, and then discuss the research on self-esteem in minority children and adolescents. Next, we consider research on three critical aspects of the educational environment that might contribute to the promotion of positive self-esteem among disadvantaged minority students: school ethnic composition, cultural diversity education, and students’ relationship with their teachers. We end with a discussion of practical implications and directions for future research.