Relationships between collective identity and ego identity were examined among 299 African American and Mexican American university students. Participants completed scales measuring racial or cultural identity and ego identity. Regression analyses indicated that ego identity was significantly related to racial identity for African Americans and cultural identity for Mexican Americans.
Two hundred fifty-nine preservice teachers at a medium-sized university in the Southwest participated in the current study. The participants were randomly assigned to a labeled condition, Attention Deficit Hyperactivity Disorder, or nonlabeled condition, and were presented a vignette in one of three forms: a written case study, a video clip, or a written case study with a video clip. The vignette described an elementary school aged child displaying disruptive behavior, while the video portrayed a similar aged child exhibiting disruptive behavior in the classroom. Following the presentation of the vignette, participants made judgments about the child's social skills and attentional skills by completing an examiner-made rating scale. There was a significant main effect for the label condition on judgments of attention; participants in the labeled condition made significantly more negative judgment than did those in the nonlabeled condition. There were also significant main effects for the participants' high school location and vignette treatment.
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