Ethnic pride, self-esteem, and school belonging: A reciprocal analysis over time.

Abstract

School belonging (i.e., social connectedness to school) has positive implications for academic achievement and well-being. However, few studies have examined the developmental antecedents of school belonging, particularly for students of Mexican origin. To address this gap in the research literature, the present study examined reciprocal relations between school belonging and two self-affirmation beliefs – self-esteem and ethnic pride – using data from a longitudinal study of Mexican-origin students followed from fifth to ninth grade (N = 674, Mage at Wave 1 = 10.4 years, 50% girls). Furthermore, we evaluated whether the associations were stronger for boys than girls. Using multiple group analysis in a structural equation modeling framework, results indicate that, among boys, ethnic pride was prospectively associated with increases in self-esteem, self-esteem was associated with increases in school belonging, and the direct association between ethnic pride and school belonging was bidirectional. For girls, ethnic pride was prospectively associated with later school belonging. Discussion focuses on the gender differences in observed effects and implications for school programs and interventions.

The Development of Ethnic Identity From Late Childhood to Young Adulthood: Findings From a 10-Year Longitudinal Study of Mexican-Origin Youth

“…In contrast, boys tend to interpret ethnic-related challenges as potential achievement barriers (McWhirter, 1997) and consequently feel less positive about their ethnic group as they grow up. In another study using CFP data, boys’ ethnic affirmation was predicted by school experiences, whereas girls’ affirmation was not (Hernández, Robins, Widaman, & Conger, 2017). These findings highlight the importance of considering gender-related identity processes when examining ethnic identity development.…”

Developmental antecedents of adolescent optimism in rural midwestern U.S. Latinx youth

“…Ethnic Pride was child self‐reported at T1 using a modified Mexican American ethnic pride scale (Gonzales, Knight, & Saenz, ) previously used in the California Families Project (Hernández, Robins, Widaman, & Conger, ). In the present study, items were modified to say “Latino” instead of “Mexican” and included eight items, such as “You have a lot of pride in your Latino roots” and “You like people to know that your family is Latino.” Items were rated on a 1–5 scale ranging from 1 = strongly disagree to 5 = strongly agree with higher scores indicating higher ethnic pride ( α = .91).…”

Ergenlerde Okul Aidiyeti, Okul İşlevleri ve Psikolojik Uyum Arasındaki İlişkinin İncelenmesi

“…Yüksek düzeyde okul aidiyetinin yüksek benlik saygısı (Duru, 2015;Hernández, Robins, Widaman ve Conger, 2017), düşük şiddet eğilimi (Balkıs, Duru ve Buluş, 2005), düşük içselleştirilmiş problem ve dışsallaştırılmış davranışlar ile ilişkili olduğu bulunmuştur (Arslan, 2018a;Anderman, 2003;Bond ve diğerleri, 2007). Newman, Lohman ve Newman (2007) ergenlerde okul aidiyeti ile davranış problemleri arasındaki ilişkiyi incelemiş ve okul aidiyeti arttıkça ergenlerde içselleştirilmiş ve dışsallaştırılmış davranış problemlerinin azaldığını iletmiştir.…”

“…In addition to the effects of school belonging on youth school functioning, studies have demonstrated that students with high levels of school belonging exhibit lower psychological problems, such as internalizing and externalizing problems (Altınsoy & Özyer, 2018;Booker 2006;Osterman, 2000;Pittman & Richmond 2007;Tanhan & Francisco, 2019). For example, high school belonging was found to be associated with high self-esteem (Duru, 2015;Hernández, Robins, Widaman & Conger, 2017), lower violent tendency (Balkıs, Duru, & Buluş, 2005), and less internalizing an externalizing problems (Anderman, 2002;Bond et al, 2007). Specifically, students who perceive themselves as excluded or rejected at school reported more emotional and behavioral problems as well as lower wellbeing and academic outcomes (Arslan, 2018a).…”