Chapter 3: Grouping Students in the Self-Enhancing School

Beane and Lipka (1986) proposed the idea of “self-enhancing schools”— schools in which the overall program is oriented toward enhancing students’ self-perceptions. They argued that institutional features of schools (e.g., physical setting, social climate, organizational structures) influence the development of students’ self-concept and self-esteem. Self-concept refers to the descriptions an individual has of him or herself in terms of his or her roles and responsibilities. Self-concept is multidimensional, so a student may have a self-concept in mathematics that differs dramatically from his or her self-concept in art, science, or physical education. Selfesteem is evaluative and refers to the degree to which a student is satisfied with his or her self-concept. Recent research (e.g., Parker, 2010) highlights the plasticity of young adolescents’ self-perceptions and the extent to which they shape students’ overall school experiences, thereby underscoring the need for middle level educators to seriously consider the idea of the self-enhancing school.