Sex Differences in the Multidimensional Self-Concepts of African American Adolescents: The Mediating Role of Gender Identity

Abstract

The present study investigates whether the gender identities of African American adolescents mediate sex differences found in their multidimensional self-concepts. The sample included 174 African American adolescents who completed the 21-item Children's Personal Attributes Questionnaire and the Self-Perception Profile for Adolescents. Results indicated that two dimensions of gender identity, Independence and Leadership, mediated the relationship between sex and self-evaluations in the areas of Friendship/Acceptance and Romantic Appeal. The findings of this study fill significant gaps in the current literature by providing data on African American adolescents' self-evaluations in multiple self-concept domains and by offering an empirical explanation for how biological sex influences these self-evaluations. Implications of these findings and directions for future research are discussed.

Gender Development in African American Youth

“…The positive self-perceptions of boys in science, technology, engineering, and mathematics domains is also evident among older adolescents: In a study of first-year undergraduates, African American men had higher levels of information technology self-efficacy than women (Johnson, Stone, & Phillips, 2008). Thomson and Zand (2007;Zand & Thomson, 2005) reported that African American boys' ratings of their own athletic competence, romantic appeal, leadership, and independence were higher than the self-ratings of girls. Other research, however, suggests that African American adolescent boys and girls display equivalent levels of identification with many stereotypically masculine traits.…”

“…Thomson and Zand (2007; Zand & Thomson, 2005) reported that African American boys’ ratings of their own athletic competence, romantic appeal, leadership, and independence were higher than the self-ratings of girls. Other research, however, suggests that African American adolescent boys and girls display equivalent levels of identification with many stereotypically masculine traits.…”

“…Research with European American and ethnically diverse samples generally shows that girls fare worse than boys on indicators of subjective well-being (e.g., depression) and overall self-evaluation (e.g., global self-esteem; Galambos et al, 2009). Gender comparisons of the self-esteem of African American youth have shown mixed results, with some research showing advantages in early adolescence for boys (Thomson & Zand, 2007; Zand & Thomson, 2005), and other studies showing no gender difference (Mandara, Gaylord-Harden, Richards, & Ragsdale, 2009; Martinez & Dukes, 1997; Street, Harris-Britt, & Walker-Barnes, 2009). In addition, research designed to examine self-esteem across school transitions has found equivalent decrements in self-esteem for African American boys and girls across the transition from elementary to middle school (Seidman, Allen, Aber, Mitchell, & Feinman, 1994), and no changes in self-esteem for either gender group across the transition from middle school to high school (Seidman, Aber, Allen, & French, 1996).…”

Influence of self-concept and social acceptance on academic achievement of students with visual impairment in Oyo State, Nigeria

“…There is a strong empirical evidence indicating differences in the conceptualization of self and academic achievement according to sex and age (Awad, 2007;Cokely, 2000;Thomson & Zand, 2007). Research, mostly in Western and European cultures, has established that self-concept has a significant influence on student outcomes (Spinath, Spinath, Harlaar & Plomin, 2006).…”

Black Sexuality in the U.S.: Presentations as Non-normative

“…A smaller number of the articles (eighteen) focused on subjects not directly related to sexually transmitted infections (Ashby 2005;Baker 2005;Bynum 2007;Childs 1999;Egash 2002;Eyre et al 1998;Harper et al 2004;Harris 1998;Lewis and Kertzner 2003;Nagel 2000;Negy and Eisenman 2005;O'Sullivan et al 2001;Thomson and Zand 2007;Usher-seriki et al 2008;Wade 2003;Watt 2006;Woodyard et al 2000;White 2006) Among all of the articles, the stated motivations for focusing on African Americans or black people as research subjects can be categorized into three areas:…”