Ethnic Differences in Processes Contributing to the Self-Esteem of Early Adolescent Girls

Datos Bibliográficos

ID11670725
AutoresCindy Carlson (The University of Texas at Austin, autor de correspondencia), Sarika Uppal (The University of Texas at Austin), Ellie C Prosser (University of Kansas)
Año2000
Volumen20
Número1
Páginas44-67
Fecha de publicación2000-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Journal of Early Adolescence (JOURNAL)
Identificadores de la revistaISSN: 0272-4316 • E-ISSN: 1552-5449
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431600020001003
OpenAlexW2169864656
IdiomaEN
Citas recibidas65
Referencias citadas40

Ethnic differences in the mean levels and sources of global self-esteem for Hispanic, African American, and White early adolescent girls were examined. Data were derived from a survey administered to students in attendance at three public middle schools. Path analytic techniques were used to assess processes that contribute to self-esteem. For all ethnic groups, higher self-esteem was predicted by authoritative parenting and perceived teacher support and related inversely to family stress. Ethnic identity was a significant predictor of global self-esteem among minority girls. Hispanic girls reported significantly lower self-esteem, which appeared to be related to lower overall scores on the predictor variables. Results are discussed in terms of the theoretical importance of ethnic identity and reflected appraisals from teachers as factors contributing to self-esteem among minority youth, along with the need for additional research on Hispanic girls

Attendance · Developmental psychology · Ethnic group · Political science · Self-esteem · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology · Racial and Ethnic Identity Research