Exploring The Development Of Student Self-Esteem And Resilience In Urban Schools

Abstract

This brief study serves as an introduction into exploring the existence of resilience and self-esteem in urban high school learning environments. Data collection stems from interviews and surveys of graduates of urban high schools, who transitioned into college or careers. Findings from this qualitative phenomenological research contains participant recommendations to the specific actions of educators, as well as ideas,\or appropriate learning environments, to foster the resilience and self-esteem which contributes to student academic and social success, leading to adult personal and profession success. Implications of this research include the significance of consideration of the impact of teacher behaviors on student academic and social emotional success within the classrooms of urban schools.

Self-Esteem at University: Proposal of an Artificial Neural Network Based on Resilience, Stress, and Sociodemographic Variables

“…At this point, educational psychology has a wide field of intervention. It is also worth mentioning knowledge transfer actions (participation in Congresses and lectures) that seem to have allowed students to feel more valued and in touch with the educational community and their teachers and raise their self-esteem levels ( Akin and Radford, 2018 ). Therefore, these types of events should also be encouraged.…”

“…Low self-esteem seems to be related to academic problems and poor emotional adjustment in both the personal and social spheres; for this reason, it is necessary to measure it and take it into consideration ( Kärchner et al, 2021 ; Zhao and Ngai, 2022 ). Likewise, the interaction that is generated among the members of the educational community will also affect the levels of self-esteem ( Akin and Radford, 2018 ; Deveci and Wyatt, 2022 ). In line with it, self-esteem will play an important role in decision making and in the behaviors that are implemented at certain times in the university environment ( Ferradás et al, 2020 ).…”

Improving Student Engagement While Understanding the Relevance of Social Status and Inequalities with a School Context

“…Students in an authoritarian classroom tend to portray negative behaviours as a result of a perceived sense of social injustice. Teachers providing questionnaires to students in seeking their interests can further enhance their intrinsic motivation and connectedness to the given learning material (Akin & Radford, 2018;Lynch, 2015;Thompson, 2020;Zajda, 2018). Provided, if students are allowed to bring their reading materials and then present it with class allows them to interact and share stories, thoughts and ideas, which are essential to developing their cultural and social perspective (Quist, 2019).…”

Student Self-Efficacy, Student Self-Esteem, and the Transformational Leadership Teaching Style

“…The self-esteem that students bring into the classroom can be impacted by how the professor treats the students. For example, a professor who uses constructive teaching and classroom management behaviors will contribute to the success the student has both academically and socially (Akin & Radford, 2018;Burch et al, 2018). Likewise, the peer relationships students form in the class can also contribute to having more heightened feelings of self-esteem.…”