Some theorists have argued that non-white parents who do not themselves speak English as a first language are more cynical or indifferent toward the value of education than neither are white or Asian parents (Gilborn, 2008). Some nonwhite parents told researchers that education is unlikely to improve their child's status; others, particularly undereducated parents, expressed concern that education might somehow turn their children against them (Gilborn, 2008). Finally, researchers have noted that cultures in which English is deeply ingrained prioritize early childhood development, such that children are routinely exposed to learning opportunities from an early age and expect that they succeed (Minkov, 2011). Families where English is not their first language might lack money to purchase educational materials for younger children, and parents in these families might also lack time to interact, given that many fathers and mothers from non-English speaking communities work. multiple jobs just to survive (Tillman, 2009). According to a warm and demanding theory, which is based on the empirical detection of the so-called Galatea effect (Rosenthal and Jacobson, 1968), students improve to the extent that their mentors, whether teachers or parents – combine love with expectation. The warmly requested one – whom Ladson-Billings (1994) has called the dream keeper – is a figure who must balance what can be the fine line between affection and expectation. Too much heat and the student will feel like he can slack off without penalty; too many demands and the student will disconnect, burn out, or rebel. Generally, warm and demanding theory has been applied to teachers, as in the early seminal studies of Rosenthal and Jacobson (1968), but ...... middle of article ...... and, when l If an individual's self-esteem is thwarted, they may develop psychopathology in the form of inferiority complexes, insecurity and helplessness (Hall, 2007). Individuals whose esteem needs are not sufficiently satisfied tend, in most cases, to become discouraged and withdraw. It is very important that teachers of struggling students concentrate all their efforts on helping them achieve their discursive identity, as this would provide them with the gratification they desire to aim for even higher goals that would facilitate their improvement in terms of academic results . Discursive identity theory also allows teachers to identify individual struggling students who have already given up and do not care about others' opinions of them. This would help them take the most appropriate steps to help these people improve their self-esteem..