Achievement Level, Social Class, and the Self-Concepts of Mildly Handicapped Children

Abstract

To illustrate the effects of socioeconomic status (SES) and within classroom academic standing on the self—concepts of mildly handicapped children, self—concept scores were collected on 169 elementary school children who divided their school day between special classes and the educational mainstream. The sample was divided into four groups based on SES (high or low) and level of academic achievement in comparison to other handicapped classmates (high or low). High achievers reported higher self—concept scores than low achievers and low SES students had higher self—concept scores than high SES children. The results are interpreted in terms of the influence of social comparison groups on children's perceptions of their own competence. The results suggest that mildly handicapped children from high SES levels who remain inadequate academically in comparison to their special—class peers have self—concepts significantly lower than those of all other students.