The Overall Goal of the Self-Esteem Movement - Essay Example

Scholars point out that while building up children's self-worth has helped them gain confidence, it has not necessarily armed them with the requisite academic prowess and technical aptitude to secure successful careers in their adult years (Colvin, p. 1). In considering this argument, it is important to note that studies have revealed that only about 12% of fourth-graders are reading at grade level; and telling young learners that they are beautiful and gifted has not necessarily translated to higher test scores or better spelling skills (Colvin, p. 1). For which reason, various scholars have emphasized that the self-esteem movement has not achieved ideal goals for the students and for the educational system in general. It has instead gone too far in crediting children and other young people with skills that would not get them through the harsh realities of life.
            The self-esteem movement has also created an illusion for many young learners. It has overblown their self-concept and has seemingly given them more than a healthy dose of self-esteem. In other words, the movement has given them a bloated self-concept that seems to skate closely towards egotism and self-centeredness.  This may be apparent in the case of bullies who have been “discovered to highly rate themselves in their academic performance and interpersonal relationships, and typically hold unrealistically positive self-esteem” (Tseng, p. 24).  College professors also note that while citing spelling and grammatical errors, their students often claim that it is just the professor’s opinion.  And these professors emphasize that wrong grammar and wrong spelling is not merely an opinion – it is just really bad writing (Jayson).  Moreover, in assessing the different interests and values of teenagers and young learners, a survey was able to establish that when teenagers were asked about their biggest issues to date, one of their main issues is on "whether or not to have sex" and another concern is on their "popularity" (Psychauthors, p. 4). They expressed little concern for other issues like global warming, war, or politics. As compared to their parents' generations, these teens appear to display more self-confidence and self-esteem; but these qualities have not translated to happier and healthier teens. In fact, depression among teens seems to register at higher rates now than in the 1960s or 1970s; and not to mention, the number of teens suffering from eating disorders, anorexia, and bulimia, has risen to alarming rates over the years (Psychauthors, p. 4). These numbers hardly express major gains in instilling improved self-concepts for young people; and if their academic gains were to be assessed, these show hardly any improvement at all.
            The self-esteem movement was conceptualized in order to give young learners the psychological tools to ward off bullies and other people who may underestimate their capabilities. These goals are to be admired; however, the overall impact that the movement has had on young people cannot be considered as major gains which can be used in the outside world.  In the classroom, the movement emphasized that even if children made multiple grammatical and spelling mistakes in their schoolwork, these should be overlooked because it might damage their self-esteem (Jayson).  However, as many of these young learners enter college where the merit system is based on strict and realistic standards, they often break at the slightest criticism or adversity.  As a result, many of them often end up seeking counseling, and “on the surface, they seem secure and happy, yet with the least adversity, they burst” (Jayson).  As these young people finish their academic training and are exposed to the job market, they are given the illusion that they have superlative academic and technical skills - even if these skills are mediocre, at best, in the face of actual technical standards and in the larger realm of the highly-skilled and globalized job market. As a result, these young people who have been given a healthy dose of self-confidence, and not much else, sometimes find themselves being disappointed when they cannot keep up with the actual demands of the workplace and the job market. 
            In assessing the overall goal of the self-esteem movement - to boost children's self-esteem and consequently help them do better in school - self-esteem has not been considered as the ultimate factor for getting good grades (Baumeister, p. 37). Experts have pointed out that getting good grades can also help empower one's self-esteem. There are also various factors that may affect one's self-esteem and grades, and one's lack of self-esteem may not necessarily lead to better grades. It is therefore important to consider the fact that enhancing self-esteem may not necessarily improve classroom outcomes. Therefore, it may be more prudent and beneficial for children who are, say, poor in math, to be exposed to math exercises or to be taught better study skills, "not to repeat to themselves that they are brilliant and talented" (Baumeister, p. 37). The above studies, expert opinions, and scholarly assessment from academicians indicate that the self-esteem movement has gone overboard in so many ways. Even as it has given children and young learners the necessary confidence to make it through their studies, it has hardly given them the knowledge and skills to make it confidently through life.