Self-Concepts of the Socially Disadvantaged

Forty Years of Using Labels to Communicate About Nontraditional Students: Does It Help or Hurt?

“…He cited research to support his notion that their problems are resolvable if the students are given experiences that encourage them to do the following: (a) think of themselves as equal and acceptable to people around them; (b) think of themselves as the prime determiners of their behavior; and (c) view themselves as adequate, valuable, and worthy but not through the environment of the integrated school (busing was at that time a primary mode of accomplishing integrated schools). Although several studies had shown that upward social mobility is more probable when the lower-class child has access to the behavior patterns and the value standards of the middle-class child, Hawk (1967) found that children in schools that served predominantly ethnic minority families received more friendship and leadership choices from their classmates than did children in more integrated schools. This further sug-gests that an environment can support the building and maintenance of a positive self-concept.…”

“…He indicated that "programs and people are needed which will focus on helping to identify these special needs and to find ways to filling them" (p. 120) but without confusing the issue with inconsistent labels. Hawk (1967) believed the disadvantaged students' problem to be one of a negative self-concept. He cited research to support his notion that their problems are resolvable if the students are given experiences that encourage them to do the following: (a) think of themselves as equal and acceptable to people around them; (b) think of themselves as the prime determiners of their behavior; and (c) view themselves as adequate, valuable, and worthy but not through the environment of the integrated school (busing was at that time a primary mode of accomplishing integrated schools).…”

“…Nontraditional students are certain they have not enjoyed sufficiently concentrated concern, Henson (1973) seemed to imply that some ethnic groups may never measure up. Hawk (1967) made a credible case for the self-concept issue, but his solutions seem to argue for acceptance of de facto segregation and the environmental status quo. Bossone (1970) made appropriate criticisms of professionals' failing to teach children of ethnic group families, but he seemed to focus away from the necessity of the achievement of cognitive objectives, which was precisely the problem the children were experiencing.…”

“…Thus, in discussing minority students, they have found themselves "falling into the trap of identification and diagnosis by terminology rather than etiology" (Lipton, 1962, p. 17). They have referred to the students as disadvantaged, culturally disadvantaged, educationally disadvantaged, economically disadvantaged, socially disadvantaged, culturally deprived, educationally deprived, economically deprived, and socially deprived, among others (Bossone, 1970;Glatt, 1965;Congreve, 1966;Hawk, 1965Hawk, , 1967Henson, 1973;Weiner & Murray, 1963).…”