Cristo Rey Miami High School

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CRM Scholar Identity

All students are capable of succeeding in schools and the majority know that graduating from high school is crucial; however, too few put forth the required effort to succeed, too few find school interesting, and too few report caring relationships with educators. 

How students view themselves as learners is important when trying to promote their their achievement and confidence in school. 

Cristo Rey Miami believes in helping each student find their potential. All of our students will engage in a multi-year Scholar Identity Development Model. The goals are to motivate, educate, and most importantly build confidence. Cristo Rey Miami scholars will engage in developing the following characteristics/mindsets through daily interactions, retreats, and seminars.

 

 

ELEMENTS OF THE SCHOLARLY IDENTITY MODEL

 

Self-Efficacy – students believe in themselves and their abilities and skills as learners; they are resilient, have self-confidence, self-control, and a sense of self responsibility. While recognizing their shortcomings or weaknesses they, nonetheless, believe themselves to be capable students.

 

Future Orientation – students with orientations that are forward thinking are not overly concerned about immediate gratification or short-term interests and goals. These students think about the big picture and set realistic goals. They recognize the importance of a high GPA, excellent school attendance, and participating in challenging courses while reaching for their dreams.

 

Willing to Make Sacrifices – students understand how both personal and social sacrifices are necessary in the long run. Therefore, they are more likely to let go of some aspects of a social life (e.g., parties, dating, popularity) and other potential distractions (e.g., TV and social media) to reach desired goals.

 

Internal Locus of Control – students believe they can do well because they work hard, study, and complete school assignments -with an internal locus of control they are less likely to blame low achievement, failure, or mistakes on their teachers, families, or peers.

 

Self-awareness – students are able and willing to be honest and understand one’s strengths and limitations. For those with high self-awareness, weaknesses do not distract them from believing in themselves.  Self-aware students acknowledge their weaknesses, but don't let them deter from self-improvement and achievement.

 

Strong Need for Achievement – students need for achievement is greater/stronger than the need for affiliation. Thus, their pride and sense of worth are not determined by the number of friends they have or their popularity.

 

Academic Self Confidence – students believe they are intellectually capable. They feel comfortable and confident in academic settings and are encouraged to take risks. Ultimately, it is important that students with a high academic self-concept understand that effort is just as important, or more important, than the ability to be successful. These students recognize that ability without effort is a waste of gifts and talents.

 

Cultural Wealth – students are empowered to acknowledge the talents, strengths and experiences that they bring with them to their school and college environments.  Students are comfortable being in their skin (race, gender, culture, identity). Students celebrate their culture, learn about others, and are mutually respectful. 

 

Intersectionality – students understand that being intelligent does not subtract from their sense of identity. Students are able to adopt both. Instead, students gather perspectives from the multiplicity of identities and find areas of convergence.

 

 

 

 
Source: Adapted from Whiting, G. (2006, 2009)