The problems that MIT student have with self-estem are outlined in two surveys.
http://www-tech.mit.edu/V114/N68/srsurv.00n.html
[from 1994 Senior Survey]
In other areas, the difference between importance and the quality of education was great: Nearly 90 percent of the students said self-esteem was important, but only about 35 percent of the respondents said MIT helped their self-esteem. The difference for academic self-confidence was 80 percent to almost 50 percent and for writing skills it was 75 percent to 40 percent.
http://www-tech.mit.edu/V116/N60/survey.60n.html
Indeed, a 1995 survey asking sophomores to evaluate their freshman year experience no longer showed as many gender differences. Women appeared equally satisfied with their freshmen year. However, gender differences in self-esteem persisted, Lipson said.
While 88 percent of seniors considered self-esteem to be very valuable, only 35 percent said their self-esteem had improved during their undergraduate career.
Forty-two percent of men said their self-esteem had improved, versus 23 percent of women.
``There are elements of the MIT culture that very deliberately undermine self-esteem,'' Williams said..
We believe that by broadening students' sense of self to extend to areas other than academic performance, education can improve students' self-esteem. Increased opportunities to see themselves not just as students who take classes but as people who design, create, connect, and communicate will give students a broader sense of self.