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The impact of school experiences on students' self-esteem was estimated using a longitudinal study of sixth-and seventh-grade students. Self-esteem was measured in the fall and spring of each year, at three levels-global, academic, and discipline-specific. A multiple regression analysis assessed the impact of grades, school climate, teacher evaluations of work habits and social habits, awards and participation during the year, and student ratings of teachers on self-esteem changes from fall to spring. In all tests, school climate and evaluations by teachers had significant effects on self-esteem. Grades were more important for discipline-specific self-esteem than for global or academic self-esteem. The influences were not constant from year to year, which suggests the importance of specific teachers and specific experiences. School Climate and TeachersBoth school climate and individual teachers have an impact on students' self-esteem. School climate is defined as the perceptions of students regarding policies, motivations, and attitudes in general-not their perceptions of individual faculty members (Beane & Lipka, 1984). Schools designed to 117 This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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The High School and Beyond Survey was used to describe young men who are at risk of becoming teenage fathers and examine the causal process leading to early fathering for young men. Bivariate results show that men who are at risk of fathering children at a young age have unique attitudes and family, school, and dating experiences. Multivariate analyses suggest that the most cogent factors affecting teenage fathering include being black, going steady, and having unorthodox views about parenting outside of marriage.