Labelling and Self‐esteem
Labelling and self‐esteem: does labelling exceptional students impact their self‐esteem?
CorrespondenceMargareta Maria ThomsonElementary Education DepartmentNorth Carolina State University317G Poe HallRaleigh, NC 27695‐7801USAEmail: pmm2121@gmail.com
Abstract
The purpose of this investigation was to explore the existing relationships between main concepts associated with labelling exceptional students and impact on their self‐esteem. The aim was to examine how these concepts are presented in the existing research literature, and what the implications are for educational practice of labelling exceptional students. This area of research is important for educators, researchers, practitioners, parents and advocates of exceptional students. By understanding the psychosocial and educational aspects of labelling and stigma, we can all contribute in different ways to address the unique particularities of exceptional students.
Citing Literature
Number of times cited: 3
- L. Trenton S. Marsh and Pedro A. Noguera, Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in an Urban Charter School, The Urban Review, (2017).
- Margaret Mealings, Jacinta Douglas and John Olver, Beyond academic performance: Practice implications for working with students following traumatic brain injury, International Journal of Speech-Language Pathology, 19, 5, (441), (2017).
- Nnaebue Collins Ifeanacho and Nwokolo Echezona Emmanuel, Effects of Self-esteem and Gender on Aggressive Behavior among Adolescents, Journal of Psychology, 8, 2, (61), (2017).
