Self-Social Concepts of Disadvantaged School Beginners

Long, Barbara H.; Henderson, Edmund H.

doi:10.1080/00221325.1968.10533807

Cited by 36 publications

(9 citation statements)

References 2 publications

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“…The pattern of results indicating a significantly higher self-concept for the Black gifted students is consistent with the findings of several researchers (Bartee, 1967;Cicirelli, 1977;Larkin, 1972;Powers, Drane, Close, Noonan, Wines, & Marshall, 1971 ;Soares & Soares, 1969). At the same time, however, this finding is contradictory with the findings of those who contend that no self-concept differences exist between the various racial groups (Douglas, 1971;Gibby & Gabler, 1967;Moses, Zirkel & Green, 1973;and Powers, 1971), or those who maintain that the self-concepts of Blacks are actually lower than those from other racial groups (Deutsch, 1960;Long & Henderson, 1968;and Wylie, 1963).…”

Section: Discussionsupporting

confidence: 84%

A Psycho‐educational Profile of Gifted Minority Group Students Identified Without Reliance on Aptitude Tests

Tidwell

1981

Journal of Non-White Concerns in Personnel and Guidance

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Section: Discussionsupporting

confidence: 84%

A Psycho‐educational Profile of Gifted Minority Group Students Identified Without Reliance on Aptitude Tests

Tidwell

1981

Journal of Non-White Concerns in Personnel and Guidance

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“…with racial differences have found that White children have higher self-esteem than Black children (Long & Henderson, 1968;Richmond & White, 1971;Stabler, Johnson, & Jordan, 1971). Other findings indicate no racial differences (Beglis & Sheikh, 1974;Busk, Ford, & Schulman, 1973;Carpenter & Busse, 1969;Hare, 1977;Samuels & Griffore, 1979).…”

mentioning

confidence: 99%

Racial Group Concept and Self-Esteem in Black Children

Clark

1982

Journal of Black Psychology

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The relationship of racial group concepts (racial preference and racial attitudes) to general and specific self-esteem in Black children was examined. The study also attempted to validate the belief of Nobles (1973) that racial group attitudes influence the Black American's concept of "self." The subjects were 210 Black children in grades three to six. A Black experimenter administered a variation of the Coopersmith Self-Esteem Inventory to measure general and specific self-esteem, and a measure designed after the PRAM II test to measure racial preference and racial attitude. Results indicated no linear relationships between racial group concepts and general or specific self-esteem, but more complex relationships were found. Significant grade-level differences were found, along with physical/appearance esteem, as the single best predictor of general self-esteem.

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“…The problems attendant on the confounding of socioeconomic status with racial/ethnic membership are illustrated in studies by Long and Henderson (1968) and Soares and Soares (1969). Long and Henderson found economically disadvantaged school beginners in a Southern community to have lower selfesteem scores than more advantaged children on the Self-Social Constructs Test.…”

Section: Instrumentality Effects In the Assessmentmentioning

confidence: 99%