Some effects of bicultural and monocultural school environments on personality development.
Preadolescent girls in a bicultural school, compared with those in a monocultural school, showed more heterocultural peer-group organization, better self-image, and greater acceptance of an unknown cultural group. These differences were not found among younger (latency-age) children in the two schools. No significant differences were found in role-taking ability between girls in the two schools, suggesting that the bicultural school environment contributes to the difference in the other personality dimensions studied.
D002648:Child; D003466:Cultural Characteristics; D003469:Culture; D005260:Female; D006630:Hispanic or Latino; D006801:Humans; D010379:Peer Group; D010553:Personality Development; D012380:Role; D012574:Schools; D012649:Self Concept; D014481:United States