A developmental perspective of the relationship of racial-ethnic identity to self-construct, achievement, and behavior in African American children.
This longitudinal study examines the development of racial-ethnic identity among African American children. Racial preferences were assessed in early elementary school with the Racial Attitudes, Beliefs, and Stereotypes Measure-II, a projective technique using paired comparisons of pictures of African American, Asian, Latino, and Caucasian children. Racial-ethnic identity in 3rd grade was assessed using the Multi-Ethnic Identity Measure Ethnic Belonging subscale. Multilevel models indicated that own-group racial preferences increased with age. Second-grade own-group preferences were positively related to 3rd-grade racial-ethnic identity scores. Third-grade racial-ethnic identity was associated positively with self-esteem variables (scholastic, social, physical appearance, and behavioral) and with academic performance. Identity correlated negatively with parent-rated aggression and externalizing and internalizing behaviors. The findings suggest that children's racial-ethnic identity develops differentially by gender, with girls showing faster growth but lower initial ethnic identity. Racial-ethnic identity was shown to be modestly but statistically significantly associated with various important child outcomes.
Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA 30303, USA. csmit33@emory.edu
Chaundrissa Oyeshiku
CO
Smith
Douglas W
DW
Levine
Emilie Phillips
EP
Smith
Jean
J
Dumas
Ron J
RJ
Prinz
D001741:Black or African American / Q000523:psychology*; D002648:Child; D002652:Child Behavior / Q000208:ethnology*; D002657:Child Development; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008297:Male; D010379:Peer Group; D011287:Prejudice; D012649:Self Concept; D012928:Social Desirability; D012933:Social Identification; D012938:Social Perception; D012951:Socialization