Hearts and Minds: Self-Esteem and the Schooling of Girls

By Jane Kenway; Sue Willis | Go to book overview

Chapter 1

Self-esteem Research and Equity Programs for Girls: A Reassessment

Peter Renshaw


Introduction

The psychological literature on self-concept and self-esteem has a long history, stretching back to the American work of James (1890), Cooley (1902) and Mead (1934). Self-psychology has been cast as an alternative, initially, to the dominant paradigm of behaviourism and, more recently, to the cognitive paradigm which has grown in strength from the influence of both information processing theory and Piagetian theory. Self-psychology found expression in various educational reform movements that emphasized the importance of human feelings and emotions (Jones, 1968), as well as the need for a holistic approach to schooling (Silberman, 1973). Given its oppositional stance, it is not surprising that self-psychology is part of the current attempts to reform educational opportunities for various disadvantaged groups, including girls.

In this chapter the terms 'self-concept' and 'self-esteem' will be used interchangeably, to refer to evaluations of oneself with regard to either a specific activity (for example, mathematics self-concept or self-esteem), or in some global or general manner (global self-concept or self-esteem). While researchers have tried to distinguish the content of one's self-perception (self-concept) from the evaluation of those contents (self-esteem), in practice the distinctions are often blurred.

The purpose of this chapter is to assess the research which has been employed in recent writing on girls' self-esteem. First, the descriptive or correlational research comparing the development of girls' and boys' self-esteem is examined. The assessment of this literature suggests that there is no convincing evidence that girls have a self-esteem deficit. Second, research is critically examined which places self-esteem in a mediating position between various social practices in schools and differential outcomes for individuals. The research literature examined is

-17-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Hearts and Minds: Self-Esteem and the Schooling of Girls
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 260

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.