Last month, a group of dedicated individuals who support a new educational movement assembled in the birthplace of this movement. Their purpose was to define the movement, express its virtues, and devise a plan to spread its message. The advocates were resolute in their belief that enhancing students’ self-esteem is the solution to the nation’s educational challenges, and they viewed it as the foundation upon which all other school reforms should be built.
During recent years, efforts to promote self-esteem in schools and society have faced ridicule and harsh criticism, even being mocked in Garry Trudeau’s comic strip "Doonesbury." Many educators argue that good teachers have always taken steps to nurture a child’s self-confidence and that a formal movement was unnecessary to advocate for the benefits of improved self-esteem. Nevertheless, supporters of self-esteem are now confidently taking their "social vaccine" beyond California and spreading it throughout the nation. Despite being dismissed by some as mere "new-age fluff" and "yuppie evangelism," the importance of self-esteem in driving positive change is gaining wider acceptance, especially among educators.
The growing popularity of this movement is evident in various areas. Districts, schools, and teachers across the country are increasingly implementing both formal and informal initiatives to boost students’ self-esteem. The movement’s birth has also spawned a thriving industry, with countless books, curricula, musical programs, and training packages specifically designed for classroom use. In the year following the release of the California Task Force’s report on promoting self-esteem and personal and social responsibility, similar task forces have emerged in 50 out of California’s 58 counties, as well as in Louisiana, Maryland, and Virginia. The governors of Arkansas, Hawaii, and Florida, along with state legislators in Minnesota and Maine, are considering conducting state studies or enacting legislation. Additionally, over 30,000 copies of the California task force’s report, titled "Toward a State of Esteem," have been distributed. Fifty chapters of the National Council for Self-Esteem, based in California, have popped up across the nation.
"It’s become a phenomenon," said John Vasconcellos, the assemblyman from California who authored the groundbreaking legislation that led to the establishment of the task force. "The movement has exceeded my expectations in terms of its impact." Advocates have hailed self-esteem as a "social vaccine" against educational failure, substance abuse, alcoholism, teenage pregnancy, crime, child abuse, and welfare dependency, among other societal problems. It has been described as the "key to rebuilding communities" and a "vision for developing our human resources to regain America’s competitiveness." Furthermore, proponents of self-esteem programs argue that they are cost-effective, as enhanced self-esteem can lead to increased productivity, a broader tax base, and reduced reliance on expensive social programs. "This is the key to community development, self-worth, and fiscal balance," Mr. Vasconcellos affirmed. "And it works." However, critics claim that there is a lack of substantial evidence supporting the notion that self-esteem is a panacea.
In conclusion, the supporters of the self-esteem movement have gathered to define its purpose, emphasize its merits, and strategize the dissemination of its message. Despite facing criticism and skepticism, the movement to enhance students’ self-esteem is gaining traction across the country. Schools and districts are implementing various programs and initiatives to nurture self-esteem, and a thriving industry has emerged to support these efforts. While some doubt its efficacy, advocates maintain that boosting self-esteem can have a significant impact on various social issues and produce economic benefits.
The authors of the text argue that increasing self-esteem can give students a temporary boost of confidence that might motivate them to achieve. They also believe that incorporating self-esteem promotion techniques into teaching can inspire students to work harder. However, they acknowledge that there is limited evidence to support their claims.
Observers claim that low self-esteem is a common factor among dropouts, criminals, drug abusers, and other individuals who struggle in society. However, they note that self-esteem is just one aspect and its exact importance is unknown. Joanne Jacobs, a columnist for the San Jose Mercury News and a critic of the movement, suggests that proponents could focus on various traits of successful individuals, such as strong writing skills, instead of solely emphasizing self-esteem.
David Shannahoff-Khalsa, another critic who served on the California task force, compares the emphasis on self-esteem to assessing people’s happiness. While happiness may contribute to success, he questions whether a curriculum can be built solely around that concept. According to a book published by the University of California, the connection between self-esteem and its consequences in research to date has been disappointingly weak.
The book, titled "The Social Importance of Self Esteem," also challenges the claimed links between low self-esteem and child abuse, teenage pregnancy, crime, welfare dependency, and substance abuse. Among students’ academic performance, self-esteem only accounts for approximately 3-4% of the variation, according to one of the reports in the book. Shannahoff-Khalsa, a neuroscience researcher, points to international math performance studies to argue against the benefits of enhanced self-esteem. South Korean students consistently outperform American students, despite American students expressing confidence in their abilities.
The task force is accused of disregarding their own and other studies and publishing a report filled with "fluffy puff" and famous quotations in an attempt to build a case for self-esteem. Additionally, the lack of research and the difficulty in defining and researching self-esteem are acknowledged by Mr. Vasconcellos, a member of the task force. However, Neil J. Smelser, a sociology professor, argues that although the evidence connecting low self-esteem to social problems is limited, there is enough evidence in the field of education to warrant further investigation.
Advocates for self-esteem promotion are beginning to develop more sophisticated measures to support their claims and gain wider acceptance of their ideas. Robert Reasoner, superintendent of the Moreland district in San Jose and a past president of the National Council for Self-Esteem, emphasizes the need for a thorough examination of measures if self-esteem is believed to be a "social vaccine."
Susan Cannone, the president of the New York chapter of the self-esteem council, conducted a series of simple exercises in New York schools during the 1988-89 school year. These exercises had an immediately noticeable effect and were well-received by the students. The exercises included tackling tongue twisters and writing positive slogans on their schoolwork to boost their confidence and self-esteem. The children were delighted with the exercises and saw tangible improvements in their abilities.
According to Cannone, the key to the success of these exercises was for educators to show the students that they are valued and special human beings. This wonderment and appreciation for each child should be woven into daily interactions.
Bill Wotring, the principal of Stone Elementary School in Belpre, Ohio, also implemented a self-esteem program at his school, which led to the school being recognized as one of the top-10 schools by the Ohio Association of Elementary School Administrators. The program, known as the Power of Positive Students (POPS), is subscribed to by 5,000 schools in the US and Canada.
POPS is based on three essential life skills – human relations, communication, and coping – and five attitudes, including self-belief, self-confidence, high expectations, goal setting, and self-esteem. Schools that subscribe to the program receive educational materials such as videos, textbooks, and workbooks that focus on problem-solving exercises to develop these skills and attitudes. Each month is dedicated to one concept, and pre-printed slogans and posters are provided to reinforce the messages. The program emphasizes the integration of these concepts into daily announcements and classroom activities. Additionally, parents and teachers are encouraged to participate in self-esteem seminars and pep rallies to create a nurturing environment.
The executive director of POPS, Mike Mitchell, believes that success is largely attributed to attitude, and the program provides a systematic approach to developing and sustaining a positive attitude. The cost of the program is $2,000, but most schools only spend around $450 on the materials each year.
The self-esteem industry is evolving and becoming more sophisticated, with a focus on creating a nurturing environment beyond just targeting students. The emphasis is now on activities that promote achievement rather than solely relying on compliments, which can create a dependency on praise. However, the market is flooded with materials, and many of them are considered worthless. Hanoch McCarty, a professor of education, acknowledges that there is a considerable amount of junk in the self-esteem world.
Some experts, like Martin Ford from Stanford University, argue that most self-esteem programs only provide short-lived boosts by pumping up participants’ sense of self-worth through one-time or once-a-year seminars. True self-worth comes from real achievement, not the other way around, so the effects of these programs quickly fade away. Roger Wilkins, a professor of history and culture, believes that low self-esteem is a significant issue, particularly for disadvantaged African-American children. However, he argues that the core of self-regard should be built in early childhood and reinforced through economic opportunities, rather than relying solely on school-based interventions.
"Children don’t receive self-esteem from others," Mr. McCarty of Cleveland State explained. "It’s something we need to stop diminishing." However, Mr. Smelser and other experts argue that teachers are naturally inclined towards the concept of self-esteem because they believe they can have an impact on students’ lives in this area. "Teachers are on the front lines," Mr. Smelser said. "They witness the struggles, the battles with feelings of failure or inadequacy, and they recognize the importance of addressing these issues." He further added that teachers often find it difficult to address broader problems related to students’ health or economic well-being, so they naturally gravitate towards self-esteem, feeling a sense of purpose and significance. Some observers also point out that pre-packaged self-esteem curricula aligns conveniently with certain teachers’ reliance on prescribed lesson plans. R. Hayman Kite, a former professor of education at Florida Atlantic University who conducted a $1-million study on the relationship between self-esteem and students dropping out, concluded that teachers are indeed part of the problem. He stated, "If teachers would put in the effort to teach students how to build relationships, the dropout problem would diminish. However, most teachers complain about not having enough time for such activities." Rodney Skager, a professor of education psychology at the University of California at Los Angeles, emphasized that effective teaching plays a crucial role in this matter. "It ultimately comes down to good teaching," he remarked. Whether or not the significance of self-esteem will be widely accepted in education remains uncertain. Ms. Cannone of the New York chapter of the self-esteem council described New York City’s first self-esteem conference in October as somewhat of a disappointment. Despite distributing 15,000 fliers, the conference only attracted 150 participants. "New York is a tough place to crack," she admitted. "There’s a prevailing belief that this is just another passing trend with no substance." Even the national conference fell short of its expected attendance of 1,500, mainly due to tight budgets preventing districts from sending their teachers. However, the organizers pointed out that the first conference nine years ago only had 23 participants, so the growth is still significant. Out of the 775 attendees this year, about two-thirds were from California. Mr. Specht of the University of California at Berkeley predicted that the interest in self-esteem will eventually fade away, comparing it to outdated practices like phrenology, hydrotherapy, spirit channeling, and electric shock therapy. Nevertheless, believers in the self-esteem movement view it as a worthwhile pursuit. "I’ve witnessed many trends come and go," said Mr. Reasoner, a retiring educator with over 30 years of experience. "And I truly believe this one is far more consequential."
