Factors related to minority students' self-esteem: An exploratory study
Abstract
The purpose of this exploratory study was to examine the effect of various selected factors on the self-esteem of students who participated in a minority summer school program at a Midwestern university. The population enrolled in the summer school program consisted of twenty-seven Black and five Hispanic students. Each student was given a packet by qualified test administrators to complete containing demographic information and a self-esteem measure. The independent variables analyzed in this study were gender, family size and parental status. This study used a repeated measures analysis on the Tennessee Self Concept Scale to measure changes in the self-esteem of students participating in a summer school program focusing on careers in science. A repeated measures 2 x 2 x 2 analysis of variance was used to evaluate if there were any significant differences in the self-esteem of minority middle school children classified into different groups based on gender, family size and parental status. The findings indicated a significant parental status by family size interaction for the Moral-Ethical Self, the Personal Self, the Social Self and the Total Positive Self. The results also demonstrated a significant gender main effect for the Personal Self. Male subjects indicated higher self-esteem scores generally over all scales considered. The present exploratory study has provided a springboard for continued research with minority students.
Degree
Ph.D.
Advisors
Segrist, Purdue University.
Subject Area
Academic guidance counseling|Educational psychology
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