By Jane Kenway, Sue Willis
First released in 1990. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra resources for Hearts And Minds: Self-Esteem And The Schooling Of Girls
The social dimension is important only to the extent that it forms the individual’s attributional pattern. Dweck provides an intriguing explanation of the way boys and girls may transfer their attributional patterns from primary school to secondary school, with negative consequences for girls and positive consequences for boys. This is interesting, but the real message from the research was the powerful impact of social agents on self-concepts. The real implication is that both boys’ and girls’ attributions are susceptible to significant change, and that teaching practices need to be scrutinized to ensure that adaptive patterns of feedback are received by both groups.
It is worth noting, however, that there was no uniform decline in the self-esteem of girls from one cohort to the next. For both girls and boys, self-concept is highest at Years 7, 11 and 12. 1). There is one consistency in both the international and Australian data that favours boys. If respondents are asked simply how proud, pleased or satisfied they are with themselves, then boys generally score higher than girls. Skaalvik (1986) argues that such a context-free measure is a more valid index of the individual’s self-esteem because each respondent can answer from a variety of bases depending on aspects of their lives that are important and central.
Giving and receiving compliments. Resolving differences. Dealing with anger and negativity. Body language, non-verbal language. Looking at different levels of relationships. Movement, sound and role plays. Fantasy, imagery and visualization. Some feminists assert that although women’s and girls’ learned capacity for nurturance and collectivity may have been harnessed in the process of their oppression, such capacities may also be regarded as a particular 39 Self-esteem and the Schooling of Girls strength.