Global self-esteem, ethnic self-esteem, and family integrity: Turkish and                 Dutch early adolescents in The Netherlands

Verkuyten, Maykel

doi:10.1080/01650250042000339

Cited by 29 publications

(29 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Turkish children and adolescents have been found to be more collectivist than their Dutch counterparts (e.g. Huiberts, Vollebergh, & Meeus, 1999; Verkuyten, 2001), and to be stronger oriented on and committed to their parents (Meeus, Pels, & Vollebergh, 1999). The present results show that compared to the Dutch, Turkish children scored higher on obedience to parents.…”

Section: Discussionmentioning

confidence: 99%

Ethnic Attitudes Among Minority and Majority Children: The Role of Ethnic Identification, Peer Group Victimization and Parents

Verkuyten¹

2002

Social Development

Self Cite

View full text Add to dashboard Cite

This study examines the relative importance of key variables proposed by intergroup and social learning theories for understanding ethnic attitudes. The focus is on how ethnic identification, perceived parental attitudes and victimization by peers are related to ethnic attitudes. The sample includes Dutch (N = 295) and Turkish (N = 158) children (10-12 years of age) in the Netherlands. For both ethnic groups, stronger ethnic identification is related to more positive in-group evaluation, and a higher degree of victimization relates to more negative out-group evaluation. Furthermore, parental attitudes are related to out-group evaluation. Higher perceived in-group favoritism among parents was related to a less positive evaluation of the out-group. In addition, Turkish parental attitudes turn out to be related to ethnic identification and in-group evaluation. Further analyses suggest that the effect of perceived parental attitudes on children's group evaluations is not only due to projection. It is concluded that the study of ethnic attitudes among children should focus on group identification as well as on the social influences of parents and peers. Furthermore, it is important to distinguish between in-group and out-group aspects of ethnic attitudes and to include both majority and minority children.

show abstract

Section: Discussionmentioning

confidence: 99%

Ethnic Attitudes Among Minority and Majority Children: The Role of Ethnic Identification, Peer Group Victimization and Parents

Verkuyten¹

2002

Social Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…As school-aged children form in-group and out-group social preferences and biases, including those based on ethnicity and race (e.g., Doyle & Aboud, 1995;Katz & Kofkin, 1997), it may be that the strength of pride and salience a child feels about his or her ethnicity plays an important role in developing preadolescent interethnic group social preferences. In the tradition of social identity theory (Tajfel & Turner, 1986), research with children has shown that national identification (i.e., a strong sense of belonging to a national group) is associated with less social distance to in-group members and greater social distance from out-group members (Verkuyten, 2001a). Children also tend to assign more favorable characteristics to members of their own nationality group than to others, whether or not they identify with being members of their nationality group (Bennett, Lyons, Sani, & Barrett, 1998).…”

Section: Identity Theory Relevant To Understanding Discriminationmentioning

confidence: 99%

Developmental Implications of Discrimination

Marks

Ejesi

McCullough

et al. 2015

Handbook of Child Psychology and Developmental Science

View full text Add to dashboard Cite

Discrimination—the purposeful and harmful actions toward others because of their membership in a social group—can have profound effects on child and adolescent development. This chapter is concerned with mapping the literature on how perceived discrimination negatively affects a wide range of developmental processes (e.g., identity formation and prosocial behaviors) and outcomes across cognitive, physical health, socioemotional, and mental health areas. Because no such review has been written previously, we present a systematic review of this emerging body of research. We also attend to important theoretical models salient to understanding how discrimination harms children's lives, and to the social processes that may make children prone to discriminating against others. Thoughts on future research directions in this subfield accompany a discussion of the need for increased attention to the social contexts that promote discrimination in childhood and adolescence.

show abstract

“…For example, in comparison with Dutch children, Turkish children have a much stronger collectivist cultural orientation in which 'we-ness' and family integrity are emphasized (Verkuyten, 2001). In addition, related to their Islamic background, gender differentiation is more evident on the level of beliefs and actual practices among the Turks than among the Dutch.…”

Section: Status and Culturementioning

confidence: 99%

Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context

Verkuyten

Thijs

2001

Infant and Child Development

Self Cite

View full text Add to dashboard Cite

In this study, intergroup bias is investigated among Dutch and Turkish children (10 -13 years of age) living in the Netherlands. Children indicated their general attitudinal orientations towards boys and girls as well as towards Dutch and Turkish contemporaries. The role of social context was examined in terms of cultural and status differences between ethnic and gender categories, and also in terms of the school situation. Compared to Dutch children, the Turkish children showed less ethnic bias but more gender bias. In addition, boys showed more ethnic bias than girls, with girls indicating more gender bias. Furthermore, Turkish children had higher ethnic identification than did Dutch children, and girls had higher gender identification than boys. Key words: gender bias; group bias; interethnic Intergroup bias about gender and ethnicity are commonly found among children. In general, children have a more positive attitude towards their own gender and towards their ethnic in-group as compared to out-groups (see for reviews Milner, 1983;Aboud, 1988;Maccoby, 1988;Brown, 1995;Fishbein, 1996). Theoretically, most of the research has used cognitive development theory as a theoretical framework for examining these attitudes. These theories have extended Piaget's and Kohlberg's constructivist work on intellectual and moral development to the study of intergroup attitudes. For instance, Aboud (1988) uses a Piagetian framework for explaining the development of prejudice in children. An age-related progression in the ability to perceive and interpret ethnic stimuli and interethnic behaviours is assumed (Doyle and Aboud, 1995). Stereotyping and intergroup attitudes are seen as information-processing errors

show abstract

Global self-esteem, ethnic self-esteem, and family integrity: Turkish and Dutch early adolescents in The Netherlands

Cited by 29 publications

References 67 publications

Ethnic Attitudes Among Minority and Majority Children: The Role of Ethnic Identification, Peer Group Victimization and Parents

Ethnic Attitudes Among Minority and Majority Children: The Role of Ethnic Identification, Peer Group Victimization and Parents

Developmental Implications of Discrimination

Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context

Contact Info

Product

Resources

About