Racial-Ethnic Self-Schema

Daphna Oyserman*, Markus Kemmelmeier, Stephanie Fryberg, Hezi Brosh, Tamera Hart-Johnson

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

139 Scopus citations

Abstract

Racial-ethnic minorities are at risk of academic disengagement: pulling back effort in school. Our model focuses on implications of content of racial-ethnic self-schemas (RES) for disengagement. We postulate that risk increases when individuals are either "aschematic" (do not have an RES) or "in-group only" RES schematic (when RES incorporates only the in-group without reference to membership in larger society), and that risk decreases when RES contains both in-group and larger society. This latter RES can take the form of a "dual identity," in which one is a member of both in-group and larger society, or a "minority identity," in which one is a member of an in-group that must fight to overcome obstacles to attain larger societal resources. Three studies involving African American, 3Hispanic, American Indian and Arab-Palestinian Israelis corroborate the positive effect of dual and minority RES versus in-group only RES or RES aschematic status.

Original languageEnglish (US)
Pages (from-to)333-347
Number of pages15
JournalSocial Psychology Quarterly
Volume66
Issue number4 SPEC. ISS.
DOIs
StatePublished - Dec 2003

ASJC Scopus subject areas

  • Social Psychology

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