A Comparative Study of the Self-Concepts of Urban and Rural Reserve-Dwelling Aboriginal Children and Non-Aboriginal Urban Children

Abstract

Do Aboriginal children feel competent and confident in the school setting? Where do these feelings, positive or negative, originate?

Do teachers believe these children are competent and worthy? Does it matter what the teachers think?

Does a child’s concept of himself influence his success in the school setting?

Can schools help Aboriginal children feel more positively about themselves?

The following research report is not directly addressed to all of the above questions, but is an interesting study which compares the self-concepts of Aboriginal and non-Aboriginal children.