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Adolescents' reference-group choices, self-esteem, and adjustment.
1Division of Child Psychiatry, College of Physicians and Surgeons, Columbia University, New York, New York 10032.
Journal of Personality and Social Psychology
|November 1, 1990
Summary
Student reference group labels reveal ethnic identity nuances. Strong ethnic identification correlates with separatist attitudes and less cross-ethnic interaction, but not with self-esteem or academic performance.
Area of Science:
- Psychology
- Sociology
- Ethnic Studies
Background:
- Adolescent identity development is influenced by ethnic group affiliation.
- Understanding reference-group labels helps explain intergroup dynamics among diverse youth.
- Previous research has not fully explored the link between specific reference-group labels and socio-cultural attitudes in high school students.
Purpose of the Study:
- To examine how reference-group labels (mainstream, bicultural, strongly ethnically identified) relate to attitudes and behaviors across different ethnic groups.
- To investigate the association between reference-group identification and cross-ethnic contact, conflict, and language use.
- To determine if reference-group label impacts self-esteem, social competence, or academic achievement.
Main Methods:
- Survey administered to 330 high school students from Black, Hispanic, Asian, and White ethnic backgrounds.
- Students self-reported their reference-group label and completed measures on ethnic pride, attitudes, cross-ethnic interactions, and language use.
- Statistical analyses compared outcomes based on reference-group label and ethnicity.
Main Results:
- White students were more likely to identify as mainstream compared to minority students.
- Students with strong ethnic identification reported more separatist attitudes, higher ethnic pride, less cross-ethnic contact, and more cross-ethnic conflict.
- English language use was lower among strongly ethnically identified students.
- Reference-group label did not significantly affect self-esteem, social competence, or GPA.
Conclusions:
- Reference-group label is a significant factor in shaping ethnic identity expression and intergroup relations among adolescents.
- While strong ethnic identification is linked to specific attitudes and behaviors, it does not appear to negatively impact core psychological or academic adjustment indicators.
- Generational status may mediate the relationship between reference group and adjustment for minority students.