Self-Esteem Among Young Adults: Differences and Similarities Based on Gender, Race, and Cohort (1990–2012)

Sprecher, Susan; Brooks, James E.; Avogo, Winfred

doi:10.1007/s11199-013-0295-y

Cited by 39 publications

(29 citation statements)

References 34 publications

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“…39,40 Our finding differs from previous literature and suggests that nonwhites perceive decreased self oriented benefits of cosmetic surgery. With regard to another studied intrapersonal measure of selfesteem, blacks have higher selfesteem than whites.…”

Section: Discussioncontrasting

confidence: 99%

Perceived Realism and Twitter Use Are Associated with Increased Acceptance of Cosmetic Surgery among Those Watching Reality Television Cosmetic Surgery Programs

Fogel

King

2014

Plastic and Reconstructive Surgery

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Cosmetic plastic surgeons may benefit by advertising their services on cosmetic surgery reality television programs. These reality television programs portray cosmetic surgery in a positive manner, and viewers with increased perceived realism will be a potential receptive audience toward such advertising. Also, advertising cosmetic surgery services on Twitter feeds that discuss cosmetic surgery reality television programs would be potentially beneficial.

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Section: Discussioncontrasting

confidence: 99%

Perceived Realism and Twitter Use Are Associated with Increased Acceptance of Cosmetic Surgery among Those Watching Reality Television Cosmetic Surgery Programs

Fogel

King

2014

Plastic and Reconstructive Surgery

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“…Results also specified negligible gender differences in self-esteem among Black students; in comparison to the larger sample, Black women students reported higher self-esteem than Black men. The subsample of Black students displayed significantly higher self-esteem scores than the White subsample, Hispanic subsample, and Asian subsample (Sprecher et al, 2013).…”

Section: Gender Differences In Self-esteemmentioning

confidence: 79%

“…Of the studies that have examined gender differences of self-esteem within African American/Black college students in the U.S., very few have sought to or been able to investigate gender differences due to small male sample sizes (e.g., Chapell & Overton, 2002;Hope, Chavous, Jagers, & Sellers, 2013;Lockett & Harrell, 2003). A newer study conducted by Sprecher, Brooks, and Avogo (2013) found different levels of self-esteem across racial and gendered social groups. Results indicated men as having higher self-esteem than women.…”

Section: Gender Differences In Self-esteemmentioning

confidence: 99%

An Examination of Academic Self-Esteem in Historically Black College/University (HBCU) Students: Considering Academic Performance and Task Difficulty

Tani

Ray

2018

JSPTE

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Aim/Purpose: Using a sample of historically Black college/university (HBCU) students, the study examined (1) differences in academic self-esteem (ASE) levels when considering students’ performance on an academic task that was either easy (low in cognitive demand) or difficult (high in cognitive demand), (2) gender differences in ASE levels, and (3) variations in academic self-concepts, given baseline general self-esteem levels, GPA, academic performance (AP), and perceptions of task difficulty. Background: This study is the first to date which examines African American students' ASE differences as a result of academic performance and perceptions of task rigor. The optimal arousal theory serves as a framework for the study design; the study utilized a manipulation of the cognitive demand task condition as a means of investigating ASE. Given the mixed and limited literature on gender differences in African American/HBCU subjects, gender differences were explored. Methodology: Quantitative analyses of systematically-built surveys and assessments allowed for the examination of participants (n = 410 HBCU student; 303 females). Correlations, analyses of variance, and regression analyses were completed to address research aims. Contribution: A novel approach to examining ASE variants within African American students matriculating through an HBCU context is provided. Findings: Students in the Low Cognitive Demand task condition displayed significantly higher levels of academic self-esteem (ASE) than High Cognitive Demand task participants; males yielded marginally higher academic self-esteem levels than females (M = 54.21, M = 51.58; p = .04); and while academic performance marginally predicted ASE levels, most of the variance was attributed to baseline self-esteem levels and subjects’ perceptions of task rigor. Recommendations for Practitioners: Educational stakeholders, namely, teachers and administrators, are advised to contemplate the importance of students’ perceptions of task difficulty and feasibility and the possible impacts on academic self-concepts. Additionally, educators may consider students’ initial self-concepts when deciding how and when to provide feedback on academic performance. Recommendation for Researchers: Self-esteem levels are likely to vary as a result of other self-concepts (e.g., motivational, personal, and contextual factors) that were not examined. As such, the study findings provide clarity on varying ASE levels within the specific sample and should be taken with care. Impact on Society: Increasing our understanding of what negatively or positively impacts academic self-esteem levels in students will further aid our ability to foster stronger scholastic self-concepts in the generations to come. Future Research: Future research should examine ASE levels and the extent that perceptions of task rigor impact varying self-esteem levels in African American students enrolled at more racially-heterogenous higher educational contexts (e.g., primarily White institutions, Hispanic serving institutions).

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“…Indeed, low-income people hold lower self-esteem [25; although not all minority groups, see 26, 27], and working-class undergraduates present lower self-evaluations of their own IQ, fluid and crystalized intelligence, and creativity (the latter to a lesser extent) than their middle-class counterparts, more so if they also belong to a minority group [28]. However, compensating for stereotypic lack of competence, lower-ranked people may instead value their own warmth (trustworthiness, friendliness) [29], as others do [5].…”

Section: Social-class Stereotypes’ Academic Consequencesmentioning

confidence: 99%

How social-class stereotypes maintain inequality

Durante

Fiske

2017

Current Opinion in Psychology

118

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Social class stereotypes support inequality through various routes: ambivalent content, early appearance in children, achievement consequences, institutionalization in education, appearance in cross-class social encounters, and prevalence in the most unequal societies. Class-stereotype content is ambivalent, describing lower-SES people both negatively (less competent, less human, more objectified), and sometimes positively, perhaps warmer than upper-SES people. Children acquire the wealth aspects of class stereotypes early, which become more nuanced with development. In school, class stereotypes advantage higher-SES students, and educational contexts institutionalize social-class distinctions. Beyond school, well-intentioned face-to-face encounters ironically draw on stereotypes to reinforce the alleged competence of higher-status people and sometimes the alleged warmth of lower-status people. Countries with more inequality show more of these ambivalent stereotypes of both lower- and higher-SES people. At a variety of levels and life stages, social-class stereotypes reinforce inequality, but constructive contact can undermine them; future efforts need to address high-status privilege and to query more heterogeneous samples.

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Self-Esteem Among Young Adults: Differences and Similarities Based on Gender, Race, and Cohort (1990–2012)

Cited by 39 publications

References 34 publications

Perceived Realism and Twitter Use Are Associated with Increased Acceptance of Cosmetic Surgery among Those Watching Reality Television Cosmetic Surgery Programs

Perceived Realism and Twitter Use Are Associated with Increased Acceptance of Cosmetic Surgery among Those Watching Reality Television Cosmetic Surgery Programs

An Examination of Academic Self-Esteem in Historically Black College/University (HBCU) Students: Considering Academic Performance and Task Difficulty

How social-class stereotypes maintain inequality

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