Black and White Child Self-Esteem in Social Science: An Overview

Hare, Bruce R.

doi:10.2307/2966617

Cited by 14 publications

(9 citation statements)

References 1 publication

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“…While many investigators examine racial or ethnic differences (Busk, Ford and Schulman, 1973;Gibby and Gabler, 1967;Guggenheim, 1969;Gustafson;" Hare, 1975" Hare, , 1977and Linton"), some do not report achievement related analyses. Gibby and Gabler (1967) did not include a school-related achievement variable in their research.…”

Section: Ethnic and Racial Differencesmentioning

confidence: 96%

“…This equivalence is another symptom of measurement and conceptual problems in this area of research. In self-concept research, qualitative differences (factorial differences) inherent in a multi-dimensional measurement approach are easy, apparently, to confuse with quantitative individual or patterned group differences, when such differences are, in fact, observed (Hare, 1975(Hare, , 1977. Another way of stating this is that self-factors may differ between groups as well as between individuals.…”

Section: Discrepancy Srunrssmentioning

confidence: 96%

“…Should lower class persons, for example, reveal differences in general self-concept when compared to middle class persons, the differences may be attributable to relatively unique qualitative (factorial) and/or quantitative self-dimensions between groups. Furthermore, assuming some replicative statistical relationships between general self-concept and selfconcept of academic ability and between both of these self-constructs and school achievement, it is plausible that self-concept of academic ability contributes less variance to general self-concept and/or to achievement among lower class persons than middle class persons (Hare, 1975(Hare, , 1977. Parallel hypotheses may be generated for each category of the following demographic variables.…”

Section: Discrepancy Srunrssmentioning

confidence: 98%

“…When one considers, however, the possibilities of sex, SES, ethnic and racial interaction, such a suggestion should be considered to be very tentative. Hare (1975Hare ( , 1977 indicated that race and SES are confounded in much self-c-oncept research.…”

Section: Ethnic and Racial Differencesmentioning

confidence: 99%

“…Such reflection on differences too frequently involves making "higher than" differences equivalent to "better than" differences (Hare, 1975(Hare, , 1977. This equivalence is another symptom of measurement and conceptual problems in this area of research.…”

Section: Discrepancy Srunrssmentioning

confidence: 99%

See 4 more Smart Citations

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

West¹,

Fish²,

Stevens³

1980

Australian Journal of Education

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The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is "causally predominant" over self-concept of academic ability.Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.

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