Social Structure and the Development of Self-Esteem in Young Children

Pallas, Aaron M.; Entwisle, Doris R.; Alexander, Karl L.; Weinstein, Peter

doi:10.2307/2786736

Cited by 39 publications

(22 citation statements)

References 15 publications

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“…Generally, girls had more positive perceptions of their behavioural conduct and literacy abilities, whereas boys rated themselves higher on physical ability and math skills (e.g. Eccles et al, 1993;Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002;Pallas, Entwisle, Alexander, & Weinstein, 1990). Furthermore, teachers frequently reported having more positive interactions with girls than with boys (e.g.…”

Section: The Present Studymentioning

confidence: 94%

Teacher–child interactions: relations with children's self‐concept in second grade

Leflot

Onghena

Colpin

2010

Infant and Child Development

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This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic selfconcept. Finally, these teacher-child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls.

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Section: The Present Studymentioning

confidence: 94%

Teacher–child interactions: relations with children's self‐concept in second grade

Leflot

Onghena

Colpin

2010

Infant and Child Development

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“…Considerable research shows that children who are members of low-status social groups do not typically have lower self-esteem than children who are members of highstatus groups (see Crocker & Major, 1989). For example, girls do not have lower global self-esteem than boys (Major, Barr, Zubek, & Babey, 1999), and African American children do not have lower global selfesteem than European American children (Pallas, Entwisle, Alexander, & Weinstein, 1990). Thus, it was expected that, at the group level, children's selfesteem would be unaffected by the group status manipulations used here.…”

Section: Introductionmentioning

confidence: 99%

When Groups Are Not Created Equal: Effects of Group Status on the Formation of Intergroup Attitudes in Children

2001

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This study was designed to examine whether the presence of implicit links between social groups and high versus low status attributes affects the formation of intergroup attitudes. Elementary school children aged 7 to 12 years (N = 91) were given measures of classification skill and self-esteem, and assigned to one of three types of summer school classrooms in which teachers made (1) functional use of novel ("blue" and "yellow") social groups that were depicted via posters as varying in status, (2) no explicit use of novel social groups that were, nonetheless, depicted as varying in status, or (3) functional use of novel social groups in the absence of information about status. After 6 weeks, children completed measures of intergroup attitudes. Results indicated that children's intergroup attitudes were affected by the status manipulation when teachers made functional use of the novel groups. Children who were members of high-status (but not low-status) groups developed in-group biased attitudes.

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“…Moreover, support is not restricted to the academic domain during adolescence and adulthood but also includes the relational domain in early adolescence and late childhood (e.g. Byrne & Shavelson, 1996;Harter, 1999;Pallas, Entwisle, Alexander, & Weinstein, 1990;Van den Bergh & De Rycke, 2003), as well as social identity evaluations among children (e.g., Hoelter, 1986).…”

Section: Introductionmentioning

confidence: 99%

Ethnic discrimination and global self-worth in early adolescents: The mediating role of ethnic self-esteem

Verkuyten

Thijs

2006

International Journal of Behavioral Development

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Peer victimization based on one's ethnic group membership contributes to the problems and conflicts of ethnic minority children around the world. With ethnic discrimination, a part of the self is implicated. Hence, it is likely that being treated negatively on the basis of one's ethnicity has a negative influence on ethnic self-esteem and thereby on feelings of global self-worth. Following structural models of the self it was predicted that ethnic self-esteem mediates the relationship between ethnic peer discrimination and global self-worth. To test this prediction a large scale study ( N= 2682) was conducted among Turkish, Moroccan, Surinamese and Dutch young adolescents (aged 10 to 13) living in The Netherlands. Using structural equation analysis, we found the predicted mediation for all four groups of participants. In addition, to examine the precise role of ethnic discrimination we also considered other types and dimensions of peer victimization. Our distinction between reasons (personal and ethnic) and types (teasing/name calling and social exclusion form play) of peer victimization fitted the data adequately. Global self-worth was more strongly related to experiences with teasing and name calling than to social exclusion.

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Social Structure and the Development of Self-Esteem in Young Children

Cited by 39 publications

References 15 publications

Teacher–child interactions: relations with children's self‐concept in second grade

Teacher–child interactions: relations with children's self‐concept in second grade

When Groups Are Not Created Equal: Effects of Group Status on the Formation of Intergroup Attitudes in Children

Ethnic discrimination and global self-worth in early adolescents: The mediating role of ethnic self-esteem

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