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    Feeling Good in Spite of Failure: Understanding Race-Based Differences in Academic Achievement and Self-Esteem

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    Author
    Auf der Heide, Laura
    Issue Date
    2008
    Keywords
    racial/ethnic identity
    student identity
    academic achievement
    global self-esteem
    academic self-esteem
    Combinatoric Identity Theory
    Advisor
    Walker, Henry A.
    Committee Chair
    Walker, Henry A.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Studies indicate that global self-esteem, an individual's overall sense of self-worth, and academic self-esteem, self-worth related to academics, are positively related to academic achievement. This relationship holds for white adolescents. However, while still positive, this relationship is weaker for African Americans, who have high global and academic self-esteem, but very low academic achievement. Patterns for Mexican Americans are less clear, but their global and academic self-esteem appear to fall between the range for white and African American adolescents, while their academic achievement is similar to that of African Americans. To address this, I construct Combinatoric Identity Theory (CIT), a symbolic interactionist theory that incorporates the importance of racial/ethnic and student identities into our current understandings of self-esteem and achievement. I then apply CIT to data collected on Mexican American and white tenth-graders.After a discussion of the relevant literature on education, self-esteem, and identity, I discuss my data collection strategy and techniques. This is followed by empirical analysis. Results indicate that identity processes do affect self-esteem, and that they operate in similar ways for Mexican American and white adolescents. Implications of these results and directions for future research are then presented.
    Type
    text
    Electronic Dissertation
    Degree Name
    PhD
    Degree Level
    doctoral
    Degree Program
    Sociology
    Graduate College
    Degree Grantor
    University of Arizona
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