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Gepubliceerd in: Journal of Youth and Adolescence 3/2014

01-03-2014 | Empirical Research

Relationships Between Racial–Ethnic Identity, Self-esteem and In-group Attitudes Among First Nation Children

Auteur: Barry Corenblum

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 3/2014

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Abstract

Positive in-group distinctiveness has been associated with self-esteem increases among adolescents and adults. To examine whether in-group biases are associated with self-esteem enhancement among minority group children, Native Canadian children (N = 414, 209 female) age 6–11 completed each year for 5 years, measures assessing their level of concrete operational thought, racial–ethnic identity, racial–ethnic centrality, implicit and explicit self-esteem, and implicit and explicit in-group attitudes. According to cognitive developmental theory, increases in the level of concrete operational thought will predict increases in racial–ethnic identity, and increases in identity should, in turn, predict more favorable in-group attitudes. Social identity theory predicts that more favorable in-group attitudes should predict increases in self-esteem. Multi-level structural equation modelling revealed support for these hypotheses. Cognitively mature children who identify closely with their group enhanced their level of self-esteem by positively differentiating between group members on dimensions that favor their group. Limitations of the present study and suggestions for future studies are also presented.
Voetnoten
1
The terms cognitive development and concrete operational thought are used interchangeably in this report. Cognitive development is the more inclusive term encompassing development of processes such as person perception, attributions, concrete operational thought and perspective taking.
 
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Metagegevens
Titel
Relationships Between Racial–Ethnic Identity, Self-esteem and In-group Attitudes Among First Nation Children
Auteur
Barry Corenblum
Publicatiedatum
01-03-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 3/2014
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-013-0081-8

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