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Relationships Between Racial–Ethnic Identity, Self-esteem and In-group Attitudes Among First Nation Children

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Abstract

Positive in-group distinctiveness has been associated with self-esteem increases among adolescents and adults. To examine whether in-group biases are associated with self-esteem enhancement among minority group children, Native Canadian children (N = 414, 209 female) age 6–11 completed each year for 5 years, measures assessing their level of concrete operational thought, racial–ethnic identity, racial–ethnic centrality, implicit and explicit self-esteem, and implicit and explicit in-group attitudes. According to cognitive developmental theory, increases in the level of concrete operational thought will predict increases in racial–ethnic identity, and increases in identity should, in turn, predict more favorable in-group attitudes. Social identity theory predicts that more favorable in-group attitudes should predict increases in self-esteem. Multi-level structural equation modelling revealed support for these hypotheses. Cognitively mature children who identify closely with their group enhanced their level of self-esteem by positively differentiating between group members on dimensions that favor their group. Limitations of the present study and suggestions for future studies are also presented.

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Notes

  1. The terms cognitive development and concrete operational thought are used interchangeably in this report. Cognitive development is the more inclusive term encompassing development of processes such as person perception, attributions, concrete operational thought and perspective taking.

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Acknowledgments

This project was funded by a grant to Helen Armstrong from the Social Sciences and Humanities Research Council/Community-University Research Alliance 833-2004-1004 (SSHRC/CURA). We would like to thank our Aboriginal research assistants, Shelley Foy, Gladys Linklater, Roberta McKinnon, Dorothy Sinclair, Noreen Meetos, Sharon Murdock, Jeanette Meechas for their participation in data collection. Our appreciation is extended to school principals, community-based coordinators, teachers, and students at the participating community schools for their help in this project. Thanks are also extended to Peter Geisbrecht (deceased) for his programming assistance and to Patrick Malone for his statistical assistance.

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    Barry Corenblum

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Corenblum, B. Relationships Between Racial–Ethnic Identity, Self-esteem and In-group Attitudes Among First Nation Children. J Youth Adolescence 43, 387–404 (2014). https://doi.org/10.1007/s10964-013-0081-8

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