title: Classroom racial proportion: influence on self-concept and social competence in Zimbabwean adolescents.
abstract: The authors measured self-concept and social competence relationships in 372 Zimbabwean adolescents (41% Black, 59% White) who attended classrooms in which they were either a racial minority or a racial majority (M age = 12.95 years, SD = 1.47). The authors used self-, peer-, and teacher-rating scale sociometric measures of social competence and a multidimensional measure of self-concept. The regression analysis predicted self-concept from social competence measures. Teacher-rated social competence predicted physical appearance self-concept in the Black adolescents and reading self-concept in White adolescents in White-majority classrooms. Self-rated social competence and peer-rated social competence predicted school self-concept in Black adolescents attending Black-majority classrooms. The authors concluded that classroom racial proportions influence aspects of social perception of Black and White adolescents.
authors.affiliation: Department of Counselor Education, The Pennsylvania State University, University Park, 16802, USA. exm31@psu.edu
authors.forename: Elias
authors.initials: E
authors.lastname: Mpofu
authors.forename: Kenneth R
authors.initials: KR
authors.lastname: Thomas
mesh_terms: D000293:Adolescent; D044383:Black People / Q000523:psychology*; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D008913:Minority Groups / Q000523:psychology; D015999:Multivariate Analysis; D000297:Psychology, Adolescent; D011822:Race Relations; D012044:Regression Analysis; D012649:Self Concept; D012917:Social Adjustment; D013334:Students / Q000523:psychology*; D044465:White People / Q000523:psychology*; D015030:Zimbabwe