In this article I would like to question one of the explanations offered to help account for the relatively low academic achievement of Aboriginal pupils, namely that they are handicapped by negative self-concepts. The connection between self-concept and school success itself seems plausible enough. For instance, students with negative self-concepts may tend to adopt low occupational horizons which, in turn, can undermine one type of motivation for academic achievement. Similarly, if pupils perceive schooling as a race then lack of self-confidence could lead them to take the attitude, “Why bother, I’m not good enough to win a place to university anyway.” Moreover, as Jackson (1960) points out, classrooms are very judgmental places where the behaviour and work of children is constantly evaluated by teachers and peers. As a result in many learning situations the student “is risking error, judgment, disapproval, censure, rejection and, in extreme cases, even punishment” (Canfield and Wells, 1976:7). If insecure and defensive, pupils may find such an atmosphere very threatening and consequently be inhibited by a fear of failure. Also, it may be suggested, unless children are self-sufficient they may experience difficulty coping with cold, distant, formal teacher-pupil relationships.
What is more open to dispute, however, is whether or not Aboriginal children have negative self-concepts. Fanshawe (1976) observes that there is insufficient experimental data to enable this issue to be resolved conclusively on empirical grounds. And within the literature on the education of socially disadvantaged children there are opposing views that can be related to differences in ideology.
