Self-Esteem and Self-in-Relation Identity among Mexican American Adolescents.Report as inadecuate




Self-Esteem and Self-in-Relation Identity among Mexican American Adolescents. - Download this document for free, or read online. Document in PDF available to download.





Traditional theories of development view separation and individuation as primary tasks of adolescents; the self-in-relation framework, however, argues that the autonomous and separate self-paradigm does not describe female development. Current research suggests that self-esteem arises from subscribing to separate self-definitions for males and connected self-definitions for females. However, these gender differences in self-development have been primarily obtained through studies with Anglo American subjects. This study examines whether gender differences in self-esteem and self-orientation (e.g., separate self and connected self) exist among Mexican American adolescents in the South Texas border region. Participants (N=206) completed a general background questionnaire, the Rosenberg Self-Esteem Scale, and the Relationship Self Inventory. ANOVA results indicated no significant gender differences on any of the dependent measures; at the same time, significant correlations exist between self-orientations and self-esteem. Both males and females subscribed to connected self and self and other care definitions more than separate self definitions. Results are discussed in terms of the different social contexts and cultural value systems that play important roles in the self-development of adolescents of Mexican descent. Implications for counseling and future research are discussed. (Contains 43 references.) (EMK)

Descriptors: Adolescent Development, Adolescents, Counseling, Cultural Context, Females, Hispanic American Culture, Hispanic American Students, Identification (Psychology), Individual Development, Males, Mexican American Education, Mexican Americans, School Counseling, Secondary Education, Self Concept, Self Esteem, Sex Differences, Sexual Identity











Author: Perez, Gabriela L.; Russell, Todd T.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12299&id=ED422553



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