Motivational and cognitive factors have been used to explain negative attitudes toward out-group members. According to the integrated threat theory of prejudice, negative intergroup attitudes are predicted by proximal factors consisting of perceived threats from out-group members; these threats, in turn, are predicted by distal factors such as perceived differences in group status or negative out-group contact. In the present stud3,, White and First Nation people completed measures assessing distal and proximal variables and attitudes toward members of the other ethnic group. Path analyses indicated that realistic and symbolic threats, intergroup anxiety, and negative stereotypes predicted negative out-group attitudes. Many of these threats, and in some cases ethnic attitudes, were associated with negative intergroup contact, strength of in-group identity, perceptions of intergroup conflict, and perceived status inequality. Theoretical and applied implications of these findings were discussed.

A model predicting student intentions to continue in a high school band program was developed and tested. Past research indicates that socioeconomic level and academic competency predict musical aptitude and achievement; these factors may also predict intentions to continue studying music or continue participating in a band program. Factors that may mediate the relation between socioeconomic level intellectual competency, and intentions-such as students' attitudes toward the band program and their extracurricular musical activities-were also examined. Students provided information about their socioeconomic levels, current grades, attributions for performance in band class, extracurricular musical activities, and perceptions of the attitudes of their parents, band teachers, and the school toward the band program. In addition, band teachers evaluated each student's performance in band. Structural equation modeling indicated that socioeconomic level and teacher evaluations predicted intentions to continue both directly and indirectly through students' outside musical activities and through support for the program by their parents, band teachers, and the school. Implications of thesefindings for band instruction and suggestions for future research are presented.The assessment of musical aptitude, musical achievement, and the relationships between these and other attributes to continued enrollment in music classes are ongoing issues for music educators and researchers. Aptitude and achievement are associated with retention This article is based on a project completed by the second author under the direction of the first author as well as James Kepron, Faculty of Education, and the project supervisor, Earl Davies, both at BrandonUniversity. We would like to thank the superintendent, principals, band teachers, and students of the St. James-Assiniboia School Division for their assistance in this project, and Mort Mendelsohn and Cliff Anderson for their comments on an earlier draft of the manuscript. Barry Corenblum is an associate professor in the (Frakes, 1985), but relations between the three concepts have not been extensively studied. Moreover, few studies have examined variables that mediate the relations between achievement and retention, although a number of factors, such as attitudes toward music, have been suggested (Rainbow, 1965). Knowing which factors predict retention could help educators make efficient use of teaching resources as well as develop intervention strategies for retaining students likely to drop out.In the present study, a model predicting student intentions to continue with their musical studies was developed and tested. Several studies (e.g., McCarthy, 1980) suggest that socioeconomic level and measures of intellectual competency (e.g., Harrison, 1990) predict musical aptitude and achievement; they may also predict intentions. Other studies (e.g., Asmus, 1990) suggest that a number of factors, such as attitudes toward band and perceived parental support, mediate the relationship among socioecon...

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An affect discrepancy model is proposed to explain the processes by which children come to know and identify with a minority or majority group. According to this model, which integrates ideas from cognitive-development and social identity theories, level of cognitive structure and self-esteem predict own-group attitudes. In both minority and majority group children, increases in cognitive structure is associated with the development of positive own-group attitudes. Self-esteem is also associated with own-group attitudes but the relationship differs for minority and majority children. Among majority children self-esteem is positively related to own-group attitudes, but is inversely related for minority children. To test this model, White and Indian children in kindergarten and grades one and two answered racial identity, preference, social distance and recognition questions by pointing to pictures of Whites, Indians and Blacks. Several weeks later subjects completed measures of concrete operational thought and self-esteem. Indian children made more cross-racial choices than did Whites, even though Indians were more accurate than Whites in recognizing the pictures. Structural equation models indicated that for both groups, cognitive development was positively associated with own-group choices. Self-esteem was positively related to own-group choices for Whites but inversely related for Indians. Results were discussed in terms of the affect-discrepancy model, particularly in regards to the influence of level of cognitive structure and self-esteem on own-group identity. ResumeNous proposons un modele de divergence affective pour expliquer les processus par lesquels les enfants viennent a s'identifier a un groupe minoritaire oil majoritaire. Selon ce modele, qui integre des idees puisees dans les theories du deVeloppement cognitif ct de l'identite sociale, le niveau de developpement de la structure cognitive et Ie degre d'estime de soi permettent de predire les attitudes a l'egard du groupe d'appartenance. Chez les deux groupes d'enfants (majoritaire ct minoritaire), l'accroissement de la complexity cognitive est relie'e au deVeloppement d'attitudes positives envers le groupe d'appartenance. L'estime de soi est egalement reliee a ces attitudes, mais la relation differe pour les enfants appartenant a un groupe minoritaire et pour les enfants du

The development of racial-ethnic identity was explored by asking children enrolled in early to mid primary grades to complete measures of cognitive development, racial-ethnic identity, implicit and explicit measures of self-esteem, and implicit and explicit measures of ingroup attitudes. Latent variable analyses indicated significant associations between level of cognitive maturity, racial-ethnic identity, positive ingroup evaluations, and high levels of self-esteem. Results support predictions from social identity theory and theories on racial-ethnic identity development. Development of racial-ethnic identity in children from racial-ethnic minority groups is a dynamic, affect-laden process involving integration of developmental, social, and contextual factors into an understanding of what it means to be a member of a racial-ethnic minority group.