Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children

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From: Child Development(Vol. 89, Issue 4)
Publisher: Wiley Subscription Services, Inc.
Document Type: Report
Length: 220 words

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Abstract :

Byline: Dario Cvencek, Stephanie A. Fryberg, Rebecca Covarrubias, Andrew N. Meltzoff Minority and majority elementary school students from a Native American reservation (N = 188; K-fifth grade; 5- to 10-year-olds) completed tests of academic self-concepts and self-esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self-esteem. Minority students demonstrated lower academic self-concepts and lower achievement than majority students. Two age-related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3-5) than in younger (Grades K-2) students. Second, children's actual achievement was related to their academic self-concepts for older students but more strongly linked to self-esteem in younger students. The authors offer a developmental account connecting students' developing self-representations to their school achievement. Article Note: This research was supported by grants from the National Science Foundation (SBE-0354453; LIFE Science of Learning Center), the Bill and Melinda Gates Foundation (OPP1035306), and the National Institute of Child Health and Human Development (U54 HD083091; Center on Human Development and Disability). CAPTION(S): Appendix S1. Sample Characteristics Appendix S2. Preliminary Analyses and Data Reduction Appendix S3. Measuring Self-Representations in Young Children Appendix S4. Results of Regression Analyses Using Age as a Continuous Variable Appendix S5. Results of Analyses Using Data from Native American and European American Students Only

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Gale Document Number: GALE|A546493320