The Interaction Between Role Structures and Self‐Conceptions in Fostering Different Types of Self‐Esteem in Innovative and Traditional Elementary Schools *

A two‐dimensional model of inner and outer self‐esteem is discussed wherein inner self‐esteem is hypothesized to be an outcome of self‐evaluations of performance in prominent role identities. Outer self‐esteem is hypothesized to be related to self‐evaluations of both prominent and nonprominent role identities. The research context is a comparison of the different processes facilitating self‐esteem in innovative schools (emphasis on student‐initiated activities and control) and traditional (emphasis on pre‐determined curriculum and teacher‐administrator control). Data across school type demonstrate a modest correlation between positive self‐evaluations of performance in prominent role identities and both types of self‐esteem. The data suggest that high evaluation of performance in nonprominent role identities is related to outer self‐esteem but not to inner self‐esteem. Further empirical clarification of the concepts was established by viewing the relationships within school type. In the innovative schools both types of self‐esteem were predominantly related to positive evaluations of prominent role identities, whereas in the traditional schools both types of self‐esteem were related to both performance in prominent and nonprominent role identities. Thus the theoretical distinction gained partial support while the process of gaining self‐esteem was shown to be essentially different between alternate school structures. Controls for social desirability, race, sex, and father's occupation did not change these findings.