The effects of ethnic identity, ethnicity, and gender on adolescent well-being
The effects of ethnic identity, ethnicity, and gender on adolescent well-being
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DOI：
10.1023/a:1024525821078
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发表时间：
1997-10-01
影响因子：
4.9
通讯作者：
Dukes, RL
中科院分区：
文献类型：
--
作者：
Martinez, RO;Dukes, RL
民族认同被概念化为三类：(1)未经检验的，(2)寻找认同的，(3)已实现的民族认同。对12386名青少年的数据分析表明，民族认同是种族和性别自变量与全球自尊、学业自信和生活目标的因变量之间关系的重要限定符。白人和土著美国人的种族认同感较低，黑人和西班牙裔美国人的种族认同感较高。亚洲人和深陷困境的受访者的种族认同感处于中等水平。民族认同感越强，自尊心、人生目标和自信心就越高。这一机制适用于少数族裔和妇女，在这些妇女中，获得族裔认同可能会削弱社会诋毁和陈规定型观念的负面影响，白人也是如此。本文认为，学校中的多元文化可以增加民族认同感。
Ethnic identity was conceptualized into three categories: (1) unexamined, (2) searching for identity, and (3) achieved ethnic identity Analyses of data collected from 12,386 adolescents showed that ethnic identity is an important qualifier of the relationships between independent variables of ethnicity and gender, and dependent variables of global self-esteem, academic self-confidence, and purpose in life. Whites and Native Americans had lower ethnic identity and Blacks and Hispanics had higher ethnic identity. Asians and respondents of mired ethnicity had intermediate levels of ethnic identity. The greater the ethnic identify, the higher the self-esteem, purpose in life and self-confidence. This mechanism applies to ethnic minorities and to women among whom achieved ethnic identity may blunt the negative effects of social denigration and stereotyping, and it applies to whites, too. The paper argues that multiculturalism in the schools can increase ethnic identity.