Self-Esteem and Racial Preference in Black Children

1971 ◽  
Author(s):  
Susan Harris ◽  
John R. Braun
Keyword(s):  
Black Children ◽  
Self Esteem ◽  
Racial Preference

Self-esteem and racial preference in Black children.

1972 ◽  
Vol 42 (4) ◽  
pp. 644-647 ◽  
Author(s):  
Susan Harris Ward ◽  
John Braun
Keyword(s):  
Black Children ◽  
Self Esteem ◽  
Racial Preference

Racial Preference and Self-Esteem in Black South African Children

1995 ◽  
Vol 25 (4) ◽  
pp. 217-223 ◽  
Author(s):  
Madeleine Kelly ◽  
John Duckitt
Keyword(s):  
Racial Discrimination ◽  
South African ◽  
Social Group ◽  
Black Children ◽  
Self Esteem ◽  
Older Children ◽  
Minority Children ◽  
Black South African ◽  
African Children ◽  
South African Children

Discrimination against black minority children was originally viewed as causing them to evaluate their own-group negatively and the white out-group positively, resulting in impaired self-esteem. Research, however, has produced inconsistent findings, possibly because of social change and the black consciousness movement. The present study investigated this issue among black South African children, a social group that has experienced particularly severe racial discrimination. As expected, the findings indicated that self-esteem, own-group racial pride, and overall ethnocentrism were significantly higher amongst older ( n = 37; 10 to 12-years old) than among younger black children ( n = 41; 6 to 8-years old). The younger children showed a slight though non-significant tendency to out-group favouritism, while the pattern for the older children was non-preference. However, the correlations of self-esteem with in-group pride, out-group prejudice, and overall ethnocentrism were non-significant suggesting that the own-group and out-group attitudes of minority children do not necessarily effect their self-attitudes.

scholarly journals Children's implicit and explicit ethnic group attitudes, ethnic group identification, and self-esteem

2007 ◽  
Vol 31 (5) ◽  
pp. 514-525 ◽  
Author(s):  
Stephanie C. Davis ◽  
Patrick J. Leman ◽  
Martyn Barrett
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Ethnic Group ◽  
Group Identification ◽  
Black Children ◽  
Self Esteem ◽  
Development Theory ◽  
Black And White ◽  
White Target ◽  
Implicit And Explicit

An increasing amount of research explores how children distinguish different aspects of ethnic group attitudes. However, little work has focused on how these aspects tie in with other social and psychological processes. In the present study, 112 black and white children aged 5-, 7- and 9-years completed tests of implicit and explicit ethnic group attitudes, racial and ethnic identification, and self-esteem. Whereas all children exhibited coherent identification with ethnicity defined in terms of family ancestry, only black children identified with ethnicity as defined by racial colour terms. There were no differences in black and white children's self-esteem. Children from both ethnic groups stereotyped only the black character. This stereotyping was stable with age. Positivity was greater towards the black than the white target on implicit and explicit tasks. Negativity towards the white target was evidenced on the implicit task. Positivity, but not stereotyping, was greater on the explicit task compared with the implicit task. Black but not white children's in-group identification was associated with implicit in-group stereotypes. Self-esteem was related to in- and out-group stereotyping and positivity for white but not black children. The implications of these results for social identity development theory and social identity theory are discussed.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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