Ethnic identity and self-esteem: examining the role of social context

2004 ◽  
Vol 27 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Adriana J. Umaña-Taylor
Keyword(s):  
Ethnic Identity ◽  
Social Context ◽  
Self Esteem

scholarly journals The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents

2020 ◽  
Vol 49 (3) ◽  
pp. 291-305
Author(s):  
Amy E. Fisher ◽  
Sycarah Fisher ◽  
Chelsea Arsenault ◽  
Rachel Jacob ◽  
Jessica Barnes-Najor
Keyword(s):  
African American ◽  
Ethnic Identity ◽  
School Climate ◽  
African American Adolescents ◽  
Self Esteem ◽  
The Relationship ◽  
Moderating Role

The Importance of Ethnic Identity: Self-Esteem and Academic Achievement of Second-Generation Greeks in Secondary School

1995 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Anastassios Stalikas ◽  
Efie Gavaki
Keyword(s):  
Academic Achievement ◽  
Ethnic Identity ◽  
Social Context ◽  
Secondary School ◽  
Positive Relationship ◽  
Second Generation ◽  
Self Esteem ◽  
Canadian Context ◽  
The Usa ◽  
The Relationship

One of the variables that has recently attracted the attention of researchers is that of ethnicity. However, most studies have been conducted in an American social context and with populations prominent in the USA. Very few studies have been conducted to examine ethnicity in a Canadian context and with an ethnic group that is prominent in Canada. This study has been conducted to examine the relationship between ethnic identity, self-esteem, and academic achievement in second-generation Greek-Canadian secondary schoolchildren. The results indicated that a strong and positive relationship exists between the three variables and that a positive ethnic identity is related to better self-esteem and higher academic achievement. Implications for schools, education, and policy are discussed.

Ethnic Identity, Life Satisfaction, and Depressive Symptoms of Mexican Descent Adolescents: Self-Esteem as a Mediating Mechanism

2017 ◽  
Vol 39 (3) ◽  
pp. 283-296 ◽  
Author(s):  
Brandy Piña-Watson ◽  
Mandrila Das ◽  
Lourdes Molleda ◽  
Carla Camacho
Keyword(s):  
Life Satisfaction ◽  
Ethnic Identity ◽  
Depressive Symptoms ◽  
Psychological Functioning ◽  
Self Esteem ◽  
Mexican Descent ◽  
Identity Exploration ◽  
Mediating Role ◽  
Acceptable Model

The present study investigates the mediating role of self-esteem and the moderating role of gender in the relationship between ethnic identity components (i.e., exploration, resolution, affirmation) and depressive symptoms and life satisfaction. Participants were 294 Mexican descent adolescents (55.4% female) ages 14 to 18 years ( M = 15.27 years; SD = 1.00 years). A mediated multigroup path analysis was conducted. The final model indicated that self-esteem is a potential mediator between ethnic identity affirmation and resolution with depressive symptoms and life satisfaction due to significant indirect relationships. The full model achieved acceptable model fit. Ethnic identity exploration was not significantly related to self-esteem, and no gender differences were present in the model. This study helps those working with Mexican descent youth come to a better understanding of self-esteem as a potential mechanism through which ethnic identity is related to psychological functioning (i.e., life satisfaction and depressive symptoms). Implications for practice and suggestions for future directions are discussed.

scholarly journals Ethnic Identity and Patriotism in Adolescents: The Role of Age, Group Status and Social Context

2021 ◽  
Vol 30 (4) ◽  
pp. 763-783
Author(s):  
Jasmina Tomašić Humer ◽  
Dinka Čorkalo Biruški ◽  
Tea Pavin Ivanec
Keyword(s):  
Ethnic Identity ◽  
Social Context ◽  
Age Differences ◽  
Fourth Grade ◽  
Eighth Grade ◽  
Age Group ◽  
Older Students ◽  
Group Status ◽  
National Attachment

The aim of this study was to examine age differences of minority and majority adolescents regarding ethnic identity, in-group bias (as a form of ethnic attachment), and constructive and blind patriotism (as a form of national attachment). The study was conducted in four multi-ethnic contexts in Croatia: Croatian-Czech, Croatian-Hungarian, Croatian-Serbian and Croatian-Italian. The results of N = 924 students of primary (sixth, seventh and eighth grade) and secondary (second, third and fourth grade) schools were analysed. The average age was M = 14.99, SD = 2.17 years. Younger pupils express higher levels of ethnic identity and blind patriotism, whereas constructive patriotism was more expressed in older students. There were no age differences in in-group bias. Minority pupils exhibit lower levels of bias, while majority members are more prone to bias in the Croatian-Serbian and Croatian- -Hungarian contexts. Furthermore, majority pupils are more willing to express constructive, but also blind patriotism.

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