Self-Esteem, Cultural Identity, and Psychosocial Adjustment in African American Children

1993 ◽  
Vol 19 (4) ◽  
pp. 406-422 ◽  
Author(s):  
Arthur L. Whaley
Keyword(s):  
African American ◽  
Cultural Identity ◽  
Psychosocial Adjustment ◽  
Self Esteem ◽  
African American Children ◽  
American Children

Familial and ecological correlates of self-esteem in African American children

1995 ◽  
Vol 1995 (68) ◽  
pp. 23-34 ◽  
Author(s):  
Katrina Walker ◽  
Eric Taylor ◽  
Angela McElroy ◽  
Di-Ann Phillip ◽  
Melvin N. Wilson
Keyword(s):  
African American ◽  
Self Esteem ◽  
African American Children ◽  
Ecological Correlates ◽  
American Children

The Influence of Self-Esteem on Smoking among African-American School Children

1997 ◽  
Vol 27 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Regan L. Crump ◽  
Marsha Lillie-Blanton ◽  
James C. Anthony
Keyword(s):  
African American ◽  
School Children ◽  
Self Esteem ◽  
African American Children ◽  
Preventive Interventions ◽  
African American Boys ◽  
American School ◽  
Increased Risk ◽  
American Children

This study provides some evidence, although not very strong, that self-esteem is associated with the likelihood of smoking among African-American children. In a sample of 1,256 children, those with lowest levels of self-esteem were twice as likely to have ever smoked as those with highest level of self-esteem (95% C.I. = 1.10–7.78). Girls, more so than boys, have an increased risk of smoking at the lowest level of self-esteem. Girls with the lowest level of self-esteem were 2.8 times (95% C.I. = 3.85–16.59) as likely to have smoked when compared to girls with higher self-esteem. The findings suggest preventive interventions that seek to build self-esteem may reduce the likelihood of smoking among girls, although perhaps only modestly. Further study is needed to identify potentially effective methods for reducing the likelihood of smoking among African-American boys.

Maintaining the Integrity of Home Linguistic Varieties

1993 ◽  
Vol 2 (1) ◽  
pp. 11-12 ◽  
Author(s):  
Lynda R. Campbell
Keyword(s):  
Early Childhood ◽  
African American ◽  
Group Identity ◽  
Early Childhood Teachers ◽  
Self Esteem ◽  
Black English ◽  
African American Children ◽  
Speech Language Pathologists ◽  
American Children

Many young African American children use a linguistic variety commonly referred to as Black English Vernacular (BEV) that is different from the linguistic standard expected and required in schools. Maintaining students’ home linguistic varieties (as one form of communication) is important for self-esteem and self- and group-identity. Because speech-language pathologists may serve as consultants to early childhood teachers, and may also provide second dialect instruction, what are some possible practices that may lessen the possibility of jeopardizing the integrity of students’ home linguistic varieties?

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

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