Racial group orientation and self‐concept: Examining the relationship using meta‐analysis

Allen, Mike; Howard, Loretta; Grimes, Denis

doi:10.1080/10646179709361767

Cited by 8 publications

(5 citation statements)

References 20 publications

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“…There has been little investigation of the combined implications of racial and gender identity for adjustment or how these linkages may be mediated by other self-system processes. Enhancement of overall feelings of self-regard (i.e., global self-esteem), however, appears to be one of the most consistent benefits associated with having a positive identity relating to race (Allen, Howard, & Grimes, 1997;Phinney & Rosenthal, 1992) or gender (Michaelieu, 1997). Theoretically, as distinct and salient components of personal identity (Frable, 1997), racial and gender identity each may contribute to a broader, more encompassing sense of favorable self-regard.…”

Section: Identity and Self-esteemmentioning

confidence: 99%

Race and Gender Influences on Adjustment in Early Adolescence: Investigation of an Integrative Model

DuBois¹,

et al. 2002

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This research investigated an integrative model of race- and gender-related influences on adjustment during early adolescence using a sample of 350 Black and White youth. In the proposed model, prejudice/discrimination events, as well as race and gender daily hassles, contribute to a general stress context. The stress context, in turn, influences levels of emotional and behavioral problems in adjustment, with these associations mediated (in part) by intervening effects on self-esteem. Racial and gender identity similarly have positive effects on adjustment via their intermediary linkages with self-esteem. Structural equation modeling analyses provided support for all of these aspects of the model. Findings also revealed theoretically predicted differences in model parameters across race by gender subgroups. These include a direct effect of prejudice/discrimination events on emotional problems specific to Black youth and an effect of gender identity on self-esteem specific to girls. Black girls appeared to be most vulnerable to exhibiting significant adjustment difficulties as a result of the processes under investigation.

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Section: Identity and Self-esteemmentioning

confidence: 99%

Race and Gender Influences on Adjustment in Early Adolescence: Investigation of an Integrative Model

DuBois¹,

et al. 2002

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“…However, these students experience more prejudice, discipline, and lower self‐esteem in schools with distinctly different class cultures and racial ideologies than those in their own communities (Hall, Howe, and Merkel 1986; Rosenbaum, Kulieke, and Rubinowitz 1987; Schiff 1999). As a result, news accounts have increasingly documented black parents' declining support for artificially created desegregation (Hamilton 1997; Holmes 1997; Dozier 2002; Ave 2004) and increasing support for neighborhood and Afrocentric schools (Leake and Fitz 1993; Leake and Leake 1992; Bositis 1999) that capitalize on ideologies rooted in working‐class black cultures (Hudley 1995; Allen, Howard, and Grimes 1997; Rockquemore 1997). In choosing separate schools for their children, black parents enact their belief in their community's ability to provide their children with high‐quality, culturally relevant education (DuBois 1935; Cecelski 1994; Walker 1996, 2000; Steele et al.…”

Section: Discussionmentioning

confidence: 99%

Elite Versus Grassroots: Disjunctures between Parents' and Civil Rights Organizations' Demands for New York City's Public Schools

Weiner

2009

The Sociological Quarterly

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Much of the sociological and historical literature, ignoring long-standing interclass disputes over integration, takes for granted that during the 1950s, all blacks, parents, and members of civil rights organizations included, sought desegregation. This article examines the interests of different segments of New York City's black community regarding the public schools during that era. I use contemporary newspaper accounts of protests and more recent theoretical insights to analyze and interpret differences in expressed goals and demands. This article not only documents considerable educationally oriented protest in a Northern city during a decade often overlooked by scholars, but highlights important class-based differences within a single city's black community regarding changes needed. Of particular interest to social movement scholars are findings that reveal a large disjuncture between the demands of the grassroots parents' organizations and established, elite civil rights organizations. While civil rights organizations sought abstract ideals of integration, parents demanded tangible improvements in their children's schools. Class-based cultures and experiences are posited as the root of this disjuncture.

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“…Although a metaanalysis has been performed on studies of racial group orientation (Allen et al, 1997), most of the studies employ unidimensional identity scales. Where measures of racial identity are used to predict media evaluation, inconsistencies abound.…”

Section: Identity and Media Evaluationmentioning

confidence: 99%

“…Racial identity, when discussed as racial group consciousness, is treated as a goal to be achieved. Black consciousness is related to a positive individual self-concept and high levels of self-esteem (Allen, Howard, & Grimes, 1997). At earlier stages of this developmental process, racial identity may be negatively related to self-esteem.…”

Section: Developmental Approaches To Identitymentioning

confidence: 99%

“…The use of idiosyncratic constructions of racial identity and group consciousness makes comparisons across most of these studies quite difficult (Allen & Hatchett, 1986). Although a metaanalysis has been performed on studies of racial group orientation (Allen et al, 1997), most of the studies employ unidimensional identity scales. Where measures of racial identity are used to predict media evaluation, inconsistencies abound.…”

Section: Identity and Media Evaluationmentioning

confidence: 99%

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Racial Identity and Media Orientation

Davis¹,

Gandy

1999

Journal of Black Studies

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Our relationships with the mass media are at least partly determined by the perceived utility of the information we gather from them. We look to the media to fulfill certain functions-surveillance, correlation, socialization, and entertainment (Wright, 1986). We develop mechanisms through which we understand our environment and the forces at play therein. These are often enacted through cognitive shortcuts, or heuristics. These cognitive schema are influenced by who we are (our background), what we do (our direct, personal experiences), and what we see, hear, and learn through our exposure to mass media. Media representations play an important role in informing the ways in which we understand social, cultural, ethnic, and racial differences. Racial identity may play an especially powerful role in shaping our responses to mass media.Racial identity and racial group orientation are at the heart of research programs that are exploring the unique character of African American belief systems and their influence on the behavioral choices made by African Americans. This article examines the nature of racial group identity in an effort to determine its role in the formation of African American media orientations. The framework governing our analysis treats racial identity as one of many forms of individual identity that, in combination, help to shape our relations with others. Racial identity, as an organizing mechanism, is

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Racial group orientation and self‐concept: Examining the relationship using meta‐analysis

Cited by 8 publications

References 20 publications

Race and Gender Influences on Adjustment in Early Adolescence: Investigation of an Integrative Model

Race and Gender Influences on Adjustment in Early Adolescence: Investigation of an Integrative Model

Elite Versus Grassroots: Disjunctures between Parents' and Civil Rights Organizations' Demands for New York City's Public Schools

Racial Identity and Media Orientation

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