EXTRA POINTS : MINORITY STUDENTS AND SELF ESTEEM Edwin W.D. Laryea is a high school teacher and former lecturer at Erindale College, University of Toronto.

Shifting paradigms and recent events in Los Angeles and in Toronto make self-esteem discussions mandatory among people of colour and members of other minority groups. The escapades of the crowd after a peaceful demonstration in Toronto are still fresh in our minds. What were the underlying causes ?

Alienation, negative self-image and low esteem may have been contributory factors. (Let it be stated categorically that this writer does not condone violence in any way!). Some members of certain minority groups consider themselves at risk and disadvantaged.

What is the meaning of at risk? It is a term used to describe students who usually exhibit signs of distress and failure. "Youths at risk are usually identified by the .. signs .. such as alcohol and drug abuse, unwed pregnancies, attempted suicide, street crime and delinquency, truancy from school and dropping out" (Improving Education for the Disadvantaged: Do we know whom to help? by John Ralph,Phi Delta Kappan,Jan.1989,p. 345)

Well, I suggest to you that the minority status and the subsequent exclusionary practices in our society, low proficiency in English, and lack of self-esteem experienced by some minority group members are major reasons for feeling different and disadvantaged.

Why do they feel different, you ask? Discrimination, stereotyping, offensive jokes and above all the look. If you do not know what I mean, ask a member of a visible minority how it feels to be stared at in public! For those with a low self-esteem, the pressure can be devastating.

In schools, it is a fact that names of culturally different students have been read over the P.A. with a chuckle in a very insensitive manner. No attempt has been made to pronounce these names correctly; Actually, the word "whatever" has often been added to the mispronunciation - an over-exaggeration of kindness and courtesy extended to you by a member of a majority group.

Feeling different makes you look and act like an outsider. In a resource document by the Guidance and Physical and Health Education Departments of the Waterloo County Board of Education (1990) the writers Maynard Snider and Dave Schlei, expanded on the five sequential components theory of self-esteem as espoused by Michele Borba1 et al. they stressed "the sense of security, identity, belonging, sense of purpose and a sense of personal competence". Another writer adds "a feeling of belonging and contributing motivates children to abide by and uphold the norms and values that the school community has decided are important".2

It is apparent then, that those who feel different have very little in common with the society in which they live. There is no bonding whatsoever and as such these disadvantaged youth often place themselves at risk by engaging in behaviour such as truancy, violence and disorderly conduct.

In the humble opinion of the writer, the time has come for us, as a society, to take a stand. We must all make a concerted effort to improve and solidify all students', and especially minority students', self-esteem. Schools should lead the way!! In fact, numerous educational policy documents, such as OSIS (Ontario Schools Intermediate and Senior) and the Formative Years, recognize the importance of self-esteem. "It is the policy of the government of Ontario that all children be offered a curriculum that will provide opportunities to develop and maintain confidence and a sense of self- worth."(p.4). Dr. William Mitchell, who has developed a program entitled POPS: (Power of Positive Students) states: few things are more crippling in life than a negative self-image. For kids who have a defeated view on life and a negative view of themselves, school is never much fun. It is something they endure, with the addition of a lot of avoidance behaviour. The handwriting is on the wall as far as their school life is concerned, and the word 'success' does not appear in it anywhere."3

The big question is, what should the schools do to enhance minority students' self-esteem? We all know that when kids have a better self-image, they do better in school. Here are some suggestions: 1- Promote multicultural education in all schools (I will discuss this topic in the next issue). 2- Establish a school/ethnic-parent support team. Some parents of disadvantaged students have a fear (=reverence) of the school system and of the people who run it. Such a support group could educate the parents on the structure of school organization (attendance procedures, course selection, school expectations and career choices). A workshop in early September and another early in the new year could be planned. 3- Select a teacher(s) as the contact person(s) for the parents of their at risk students. It is quite clear that most of the immigrant parents who are unfamiliar with our school system, are suspicious or uncomfortable with administrators. It will be less stressful when dealing with a teacher representative, especially when such a person is frequently in touch with the parents in question. 4- Establish Advisory Groups for minority students who display at risk tendencies. This group, to be formed after the student has been in the school for 2-3 months, could provide periodic conferences for feedback and positive reinforcement. The student should be allowed to select a teacher, since it may be easier to talk to a person you select. The Guidance Counsellor and the teacher selected will be the Advisory Group for that particular student. 5- Promote active participation of culturally different students in school clubs. (Advisory Groups can make suggestions). 6- Form a World Club - made up of students from different cultures and backgrounds. 7- Select a Multicultural or Community Representative for Student' Council. The mandate being the promotion of intercultural activities. 8- Encourage minority students to run for positions in the Students' Council. It would appear that most elections for these positions are nothing but popularity contests !! As such, minority students do not stand a chance. Schools should therefore find a way to give the at risk students a chance. 9- Promote 'Multicultural Days' in the schools - not the usual song and dance routine - Let's have more meaningful activities such as panel discussions, conferences, celebration of important days and of national days of numerous countries. 10-Provide opportunities for minority parents to participate in school activities, such as the supervision of certain school events, school social committees, parents night, library supervision, some clerical chores and the collection of pedagogical materials. 11-Provide role models for minority students. It is not enough to have policies and affirmative action laws where all the people in the position of added responsibility do not look like you !! The Ontario government in its wisdom, has mandated that 50% of school administrators must be female by the year 2000. Yet, the affirmative action laws target 4 different groups, females, minority groups, the handicapped and Native peoples !! Why are there no such requirements for the other 3 groups? 12-Establish Evening Study Centres - a place for the students to come after school for help. The present curriculum is so complex that some minority parents may not be in a position to provide the academic help needed.

For many disadvantaged students, it is clear that the school is certainly not an inviting place and their inability to identify with the system may represent the first failure in their lives. What a great introduction to a life-long learning !! Let us conclude by saying that it is now critical for our schools to become caring communities because when students feel that they are valued members of the school family, their chances of success increase tremendously. (1) Building Self-Esteem, Robert W.Reasoner 1982. Esteem Builders by Michele Borba 1989. (2) "Schools and Classrooms as Caring Communities", Eric Schaps and Daniel Solomon, Educational Leadership, Nov.1990, p.38. (3) "The Power of Positive Students", by Karin. Porat, Teaching Today, Nov/Dec 1991, p.27.

This article was originally published in Cross Cultures Magazine in Volume 1 - Issue 4 - 1992. Unauthorized copying, distribution or other usage without express written permission of the publisher is prohibited.