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This paper develops a thread of argument from previous contributions to this journal by Richard Smith and Ruth Cigman about the educational salience of self-esteem. It is argued—contra Smith and Cigman—that the social science conception of self-esteem does serve a useful educational function, most importantly in undermining the inflated self-help conception of self-esteem that has commonly been transposed to the educational arena. Recent findings about a lack of significant correlation between low global self-esteem and relevant educational variables help us to focus on the type of self-esteem that does matter in the classroom: justified domain-specific self-esteem, in which the chief domains in question are the school subjects and students' self-respect. Moreover, this paper suggests that low self-confidence—which is a real problem for many students—may often be mistaken for low self-esteem. [ABSTRACT FROM AUTHOR]

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. [ABSTRACT FROM AUTHOR]

This paper examines the hypothesized inverse relationship between socioeconomic status and conservatism on a wide range of so-called social issues. This relationship is important in itself as well as in some theories that link political dealignment to features of postindustrial society. We examine this relationship by looking at the net effects of education, occupation, income, and class (owner, supervisor, or worker) on nine issues. Our results suggest that the hypothesized relationship is absent for most dimensions of socioeconomic status and most social issues. The most consistent exception to this is that liberalism on social issues tends to increase with education, but even here the relationship varies considerably from issue to issue. The lack of a consistent relationship reflects both the diversity of the social issues and the fuzziness of the social/economic distinction. [ABSTRACT FROM AUTHOR]