Role Taking and Self-Identification.

Autor/in	Aboud, Frances E.
Titel	Role Taking and Self-Identification.
Quelle	(1975), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Canada Natives; Cross Cultural Studies; Elementary School Students; Ethnic Groups; Grade 1; Grade 2; Grade 3; Identification (Psychology); Minority Group Children; Peer Groups; Role Conflict; Role Perception; Role Playing; Role Theory + Suchen Sie Ihr Suchwort? American Indian; Indianer; Cultural comparison; Kulturvergleich; Ethnie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Gleichaltrigengruppe; Peer Group; Rollenkonflikt; Role conception; Rollenverständnis; Rollenspiel; Rollentheorie
Abstract	Role-taking skills of ethnic minority children were studied to determine the effect of conflict in the self-identification process on the ability to adopt the perspectives of another person. The subjects were Canadian Indian children around the age of eight for whom there was evidence of conflicting ethnic identification tendencies. These children were asked to attribute the desirability of uncles from four different ethnic groups to peers from their own and other ethnic groups. One peer from each of these categories spoke English and a second peer spoke a non-English language. It was found that, contrary to studies with Swiss, British, and American whites, these Indian children were able to take accurately the role of peers from both a liked and a disliked ethnic group. These results are discussed in terms of the conflicting pressures on ethnic minority children as they develop an awareness of their own ethnic affiliations, and the effects of such conflict on role-taking. A secondary aim of this study was to determine whether the attribution of preference to another was based on egocentric attitudes or on perceived similarity of peer and uncle. Multiple regression analyses indicated that neither of these factors contributed significantly to role-taking judgments. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01