Psychological consequences of majority-minority status: a questionnaire study of two high schools

A questionnaire survey of high school students investigated the psychological phenomena associated with teenagers' membership in majority and minority groups. In the majority group, the socioeconomic status of parents was consonant with that of the high school; in the minority group, the status was dissonant with that of the school. The psychological impact of attending high schools that were consonant or dissonant with the student's family background was examined. The results are discussed in terms of the students' personal adjustments: views of their parents; and political, social, and personal attitudes and values. Minority teenagers were found to be more oriented to the home (especially to the mother) and to scholastic and future achievement, whereas majority teenagers were more oriented to their school peer group. Gender differences were also examined.