School self-acceptance among Canadian Indian, White, and Metis children.

Barnes, Gordon E.; Vulcano, Brent A.

doi:10.1037/h0081231

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…At the same time there was a greater preference for the out-group than for the in-group. This discrepancy between who I am and what I wish to be may prove to be an important factor contributing to the low self-esteem noted in many Native children (Barnes & Vulcaro, 1982). Taken collectively, these results have policy implications.…”

Section: Discussionmentioning

confidence: 99%

Racial identity and preference in Native and White Canadian children.

Corenblum¹,

Annis²

1987

Canadian Journal of Behavioural Science / Revue canadienne des

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The present study examined several theories regarding self-identification and racial preference among White and Native children. Construct accessibility theory predicts that cues, such as experimenter's race, prime race and race-related constructs, making them more accessible for processing race-related information. Both the escape and light colour bias hypotheses predict (for different reasons) that minority group children should identify with and show a preference for White children. To test these ideas White and Native children were asked by a White or Indian experimenter to answer questions about their racial identity and preferences. Subjects responded by pointing to a picture of a White boy, a White girl, a Native boy, or a Native girl. Consistent with predictions from accessibility theory, subjects of both races made more accurate self-identifications when tested by an Indian experimenter, this effect being greater for Native children. Subject's racial preferences, on the other hand, showed a strong White bias, results consistent with both the escape and the light colour bias hypotheses. The different pattern of responses to preference and self-identity questions was discussed in term of Zajonc's (1980) distinction between cognitive and affective processes. Applications of these findings to educational and cultural issues confronting Native people are presented.Nearly fifty years ago Clark and Clark (1939) found that Black children typically chose a White rather than a Black doll to play with, called White dolls nice, and viewed Black dolls as bad. From these and other findings Clark and Clark inferred that American Blacks reject their race. Subsequent studies have supported these findings (but not necessarily their interpretation), and have also indicated that they are not limited to Blacks; racial identification and preference among other visible minorities such as Native Indians, Chinese Americans, Chicanos, and New Zealand Maoris also demonstrates a consistent White bias (see Aboud & Skerry, 1984). For example, both George and Hoppe (1979) andHunsberger (1978) have shown that Canadian Native children, when presented with pictures or dolls of White and Native children, were more likely to misidentify which doll looked like them, to prefer the White doll as a playmate, and were less accurate than White age peers at indicating which picture or doll looked like a Native child. Other studies Our thanks are extended to Candis Caryk, Donna Gamble, Sonia Pressman, Lillian Bighetty, and Hilda Bighetty for serving as our experimenters. Special thanks are extended to the teachers and principals of the Brandon School System and to Peter Giesbrecht for his programming skills. We are grateful to Francis Aboud and Cliff Anderson for their comments on an earlier draft of the manuscript.

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Section: Discussionmentioning

confidence: 99%

Racial identity and preference in Native and White Canadian children.

Corenblum¹,

Annis²

1987

Canadian Journal of Behavioural Science / Revue canadienne des

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“…A common focus links academic difficulty with racial and cultural factors. Barnes and Volcano (1982) found that Native children in Grades 4-10 (n = 334) had lower so-called school self-acceptance than non-Indian children (n = 197) as measured by agreement with statements such as "My teacher likes me" and "I often get upset at school." American Indian children also had higher rates of absenteeism and lower grades.…”

Section: Secontlor? Education Und Educutionul Comtnitrnentmentioning

confidence: 99%

Secondary School, Family, and Educational Risk: Comparing American Indian Adolescents and Their Peers

Machamer

Gruber

1998

The Journal of Educational Research

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Adolescent self-reports of family connectedness, educational commitment, and education-related risktaking behavior were examined from a sample of over 6,000 public school students, with a focus on American Indians. Findings indicate that low family connectedness is associated with decreased educational commitment and an increased risk of absenteeism, substance use before and during school hours, and the purchase of alcohol or drugs on campus. American Indian youth report lower levels of connectedness to family and poorer educational performance than African American and Caucasian peers and engage in higher rates of risk taking. American Indian adolescents residing outside of the reservation may be vulnerable to increased familial stress and encounter cultural conflicts in mainstream educational settings. ver the past 3 decades, American Indians have been 0 progressively moving off reservation lands. As a result, over 70% of American Indians live in non-Indian communities. Movement from reservation to nonreservation settings can attenuate family relationships and increase the likelihood of risk-taking behaviors that endanger health and well-being. Because educational behaviors and attitudes may be the cause or result of other stresses in a student's life. offreservation Native adolescents may be even more vulnerable to educational problems than on-reservation peers.In this study, we examined the relationship between family connectedness, educational commitment, and educationrelated risk taking in adolescent American Indians and their African American and Caucasian peers. The existing literature on these areas is diverse in theory, method, and population studied, but several common criticisms can be made ahout the literature as a whole. Most of the studies focusing on American Indians use small samples from one tribal group that may not make findings generalizable to other tribes or native groups. Often, comparison groups are not used. making it impossihle to put findings into ;I larger context. On the other hand, studies on randomly selected samples from the general population rarely have enough American Indian participants to make the findings attributed to them reliable. For our purposes, most relevant studies focus on one or two key areas of the family-education-risk-taking configuration; few address all three issues. We examine each thematic area separately and then review their known interrelationships in American Indian populations.

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Measuring Self-Perceived Role Competence among First Nations and Non Native Children

Beiser¹,

Lancee

Gotowiec

et al. 1993

Can J Psychiatry

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The objective of this research is to develop and test measures of self-perceived academic and social competence among First Nations and non native children. The method used is the analysis of psychometric properties of scales derived from questionnaires administered to First Nations children four culture areas of North America, as well as comparison samples of non native children. The results consist of the reliability coefficients, which fall into a satisfactory range; an internal consistency which increases with age; an agreement between self- and teacher-rated competence which is higher for non native than for native children. In the second grade, the competence scores of the native and non native children were equal. Thereafter, the scores of the native children either declined or remained static, while the non native scores tended to increase. In conclusion, the Flower of Two Soils scales are suitable for children from elementary schools, from First Nations and the majority culture. As children mature, the assessments of competence become an increasingly stable part of their repertoire of self-percepts; asynchronous socialization may adversely affect self-perceived competence.

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School self-acceptance among Canadian Indian, White, and Metis children.

Cited by 3 publications

References 19 publications

Racial identity and preference in Native and White Canadian children.

Racial identity and preference in Native and White Canadian children.

Secondary School, Family, and Educational Risk: Comparing American Indian Adolescents and Their Peers

Measuring Self-Perceived Role Competence among First Nations and Non Native Children

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