Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents

Autor/in	Worrell, Frank C.
Titel	Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents
Quelle	In: Gifted Child Quarterly, 51 (2007) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986206296655
Schlagwörter	African American Students; Ethnicity; Summer Programs; Academically Gifted; Talent; Academic Achievement; Asian Americans; Minority Groups; Self Concept; Whites; Hispanic Americans; Measures (Individuals); Self Esteem; High School Students; Middle School Students; Prediction + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ethnizität; Sommerkurs; Begabung; Hochbegabung; Schulleistung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnische Minderheit; Selbstkonzept; White; Weißer; Hispanic; Hispanoamerikaner; Messdaten; Self-esteem; Selbstaufmerksamkeit; High school; High schools; Oberschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Vorhersage
Abstract	In this study, academically talented African American (n = 28), Asian American (n = 171), Hispanic (n = 28), and White (n = 92) middle and high school students are compared on ethnic identity (EI) and other group orientation (OGO) attitudes as measured by the Multigroup Ethnic Identity Measure. The contributions of these variables to self-esteem and academic achievement are also examined. Results indicate the ethnic minority groups had significantly higher EI scores than their White counterparts but do not differ on OGO. EI predicts self-esteem for the Hispanic students, and OGO predicts self-esteem for the African American students, but neither variable predicts self-esteem for the other two groups. EI and OGO are negative and positive predictors of school achievement, respectively, but only for African American students, and neither variable predicts achievement in a summer program for academically talented youth. The implications of these findings are discussed. (Contains 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10