Relationships Between Racial-Ethnic Identity, Self-esteem and In-group Attitudes Among First Nation Children
Relationships Between Racial-Ethnic Identity, Self-esteem and In-group Attitudes Among First Nation Children
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DOI：
10.1007/s10964-013-0081-8
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发表时间：
2014-03-01
影响因子：
4.9
通讯作者：
Corenblum, Barry
中科院分区：
文献类型：
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作者：
Corenblum, Barry
在青少年和成年人中，积极的群体内独特性与自尊的增强有关。为了研究群体内偏见是否与少数群体儿童的自尊增强有关，研究人员对6-11岁的加拿大原住民儿童（N = 414,209名女性）进行了为期5年的调查，评估了他们的具体操作思维水平、种族-民族认同、种族-民族中心性、内隐和外显自尊以及内隐和外显群体态度。根据认知发展理论，具体操作思维水平的提高将预示着种族-民族认同的增加，而认同的增加反过来又预示着更有利的群体内态度。社会认同理论预测，更有利的群体内态度应该预示着自尊的增加。多层次结构方程模型揭示了对这些假设的支持。认知成熟的儿童与他们的群体有密切的认同感，通过在有利于他们的群体的维度上积极区分群体成员，提高了他们的自尊水平。本文还提出了本研究的局限性和对未来研究的建议。
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.