Adolescents' reference-group choices, self-esteem, and adjustment.
Three hundred thirty Black, Hispanic, Asian, and White high school students reported their reference-group label as mainstream, bicultural, or strongly ethnically identified. Compared with other groups, White students were significantly more likely to be mainstream. Across ethnic groups, students reporting a strong ethnic identification held attitudes that were significantly more separatist, reported more ethnic pride, engaged in less cross-ethnic contact out of school, reported more cross-ethnic conflict, and used English significantly less often than other reference groups. Reference-group label was not associated with significant ethnic differences in self-esteem, social competence, or grade point average. The generational status of minority students is discussed as a potential influence mediating the impact of reference group on adjustment.
Rotheram-Borus
M J
MJ
Division of Child Psychiatry, College of Physicians and Surgeons, Columbia University, New York, New York 10032.
D000069:Acculturation; D000293:Adolescent; D005006:Ethnicity / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D010553:Personality Development; D010555:Personality Inventory; D000297:Psychology, Adolescent; D012649:Self Concept; D012917:Social Adjustment; D012933:Social Identification