Too Much of a Good Thing? Self-Esteem and Latinx Immigrant Youth Academic Achievement

2018 ◽  
Vol 29 (3) ◽  
pp. 171-194 ◽  
Author(s):  
Shim Lew ◽  
Linda Harklau
Keyword(s):  
Academic Achievement ◽  
Immigrant Youth ◽  
Self Esteem ◽  
Negative Influence ◽  
Academic Expectations ◽  
Immigrant Community ◽  
Ethnographic Case Study ◽  
Mixed Messages ◽  
Educational Path

Self-esteem is often invoked in scholarly literature and popular belief alike as contributing positively to academic achievement in immigrant youth. Yet, research exploring this link is sparse and findings are mixed. This article reports on a 5-year-long ethnographic case study exploring the educational path of a college-bound Latino adolescent in one southeastern U.S. new immigrant community in which the student’s high self-esteem appeared to have a negative influence on academic achievement. The study traces how high self-esteem caused the student to disregard negative feedback regarding his academic performance and focus his attention instead on excelling in extracurricular pursuits, particularly athletics. The study also finds that educators gave mixed messages about achievement that reinforced the student’s high self-esteem but contributed to low academic expectations and outcomes. In all, it suggests the need to reexamine the assumed link between high self-esteem and academic achievement in immigrant youth and to consider individual differences.

scholarly journals Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 98
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4). 

scholarly journals Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 979
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).  

Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance

2016 ◽  
Vol 54 (3) ◽  
pp. 397-429 ◽  
Author(s):  
Daniel D. Liou ◽  
Erin Rotheram-Fuller
Keyword(s):  
African American ◽  
African American Students ◽  
Public Perceptions ◽  
Academic Expectations ◽  
Small School ◽  
Ethnographic Case Study ◽  
Positive Identity ◽  
American Students ◽  
Intervening Factors

Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity.

Guest Students

2018 ◽  
pp. 1976-2007
Author(s):  
Yukari Takimoto Amos
Keyword(s):  
Higher Education ◽  
International Students ◽  
Teacher Education Program ◽  
Faculty Members ◽  
Academic Expectations ◽  
Ethnographic Case Study ◽  
Intercultural Competencies ◽  
Financial Benefits ◽  
Low Expectations

Higher education institutions welcome international students because of their status as resources for fostering intercultural competencies among college students and because of financial benefits the institutions receive. The author in this ethnographic case study investigated the level of academic expectations undergraduate international students from Japan received from faculty members in a U.S. teacher education program. Findings reveal that the program's faculty members had low expectations of these international students. Their expectations were reflected in the participants' receiving good grades, praise, and advice which told them not to worry, but failed to address their academic weaknesses. It appears that the faculty members' niceness ironically contributed to a trajectory of academic inequity and produced negative educational outcomes.

Guest Students

2016 ◽  
pp. 260-291
Author(s):  
Yukari Takimoto Amos
Keyword(s):  
Higher Education ◽  
International Students ◽  
Teacher Education Program ◽  
Faculty Members ◽  
Academic Expectations ◽  
Ethnographic Case Study ◽  
Intercultural Competencies ◽  
Financial Benefits ◽  
Low Expectations

Higher education institutions welcome international students because of their status as resources for fostering intercultural competencies among college students and because of financial benefits the institutions receive. The author in this ethnographic case study investigated the level of academic expectations undergraduate international students from Japan received from faculty members in a U.S. teacher education program. Findings reveal that the program's faculty members had low expectations of these international students. Their expectations were reflected in the participants' receiving good grades, praise, and advice which told them not to worry, but failed to address their academic weaknesses. It appears that the faculty members' niceness ironically contributed to a trajectory of academic inequity and produced negative educational outcomes.

Effect of Maternal Depression on Adolescents Self-Esteem and Academic Achievement

2019 ◽  
Vol 13 (2) ◽  
pp. 275-285 ◽  
Author(s):  
Asoke Kumar Saha ◽  
◽  
M. N. Tamanna ◽  
Keyword(s):  
Academic Achievement ◽  
Maternal Depression ◽  
Self Esteem

Overcoming Challenges of International Migration Research: A Case Study Approach in Southern Mexico

2016 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Julie Boyles
Keyword(s):  
International Migration ◽  
Common Ground ◽  
Data Gathering ◽  
Ethnographic Case Study ◽  
Case Study Approach ◽  
Southern Mexico ◽  
Mixed Methods Approach ◽  
Study Approach ◽  
Migration Research

An ethnographic case study approach to understanding women’s actions and reactions to husbands’ emigration—or potential emigration—offers a distinct set of challenges to a U.S.-based researcher.  International migration research in a foreign context likely offers challenges in language, culture, lifestyle, as well as potential gender norm impediments. A mixed methods approach contributed to successfully overcoming barriers through an array of research methods, strategies, and tactics, as well as practicing flexibility in data gathering methods. Even this researcher’s influence on the research was minimized and alleviated, to a degree, through ascertaining common ground with many of the women. Research with the women of San Juan Guelavía, Oaxaca, Mexico offered numerous and constant challenges, each overcome with ensuing rewards.

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