ERIC Number: EJ1285228
Record Type: Journal
Publication Date: 2021-Feb
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0272-4316
EISSN: N/A
Available Date: N/A
How Do Discrimination and Self-Esteem Control Beliefs Affect Prosociality? An Examination among Black and Latinx Youth
Tyler, Corine P.; Geldhof, G. John; Settersten, Richard A., Jr.; Flay, Brian R.
Journal of Early Adolescence, v41 n2 p282-308 Feb 2021
Black and Latinx youth are situated in a maladaptive discriminatory context in the United States; however, prosociality may be one way that youth can promote their own positive development in the face of these experiences. We examined the longitudinal associations between discrimination and prosociality among 380 Black and Latinx early adolescents (M[subscript W6age] = 12.38 years, 52% female) and considered race/ethnicity and self-esteem control beliefs as potential moderators to this association. Discrimination predicted higher levels of prosociality among Black youth 6 months later, but not among Latinx youth. Discrimination also predicted higher prosociality among youth with very high self-esteem control beliefs 6 months later, but not among youth with lower levels of self-esteem control beliefs. None of these associations were significant when looking across a 1-year time frame. Our findings support the predictions of self-esteem enhancement theory and highlight the importance of considering how youth's unique racialized experiences can inform how they respond to discrimination.
Descriptors: Racial Discrimination, Self Esteem, Prediction, Prosocial Behavior, Ethnicity, African American Students, Hispanic American Students, Student Attitudes, Correlation, Longitudinal Studies, Self Concept, Emotional Development, Intervention, Behavior Problems, Academic Achievement, Middle School Students, Grade 7, Grade 8, Gender Differences, Measures (Individuals), Developmental Stages, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R215S020218
Author Affiliations: N/A