This study was designed to investigate various antecedents of self-esteem as related to race and sex. In so doing, use was made of a two-part Modified Self-Esteem Inventory (MSEI) designed by the author. This Inventory provided information related to (a) a student's measure of perceived self-esteem (Part I), and (b) information related to various antecedents of self-esteem as indicated by a student's perception of self-peers, parents, school, and early home environment (Part II). The Modified Self-Esteem Inventory was administered to college and university freshmen and sophomores, Negro and white, male and female, seventeen through twenty-two years of age, enrolled in either Ball State University or Arkansas Agricultural, Mechanical and Normal College.Concerning race and sex factors relating to selfesteem, no significant relationship was found to exist between a student's self-esteem and his race or sex, except in the case of (a) Ball State white students and Ball State Negro students, with the Ball State white students having significantly higher self-esteem scores than the Ball State Negro students, and (b) Ball State white male students and Ball State Negro male students, with the Ball State white male students having significantly higher selfesteem scores than the Ball State Negro male students. A significant difference in MSEI scores between Ball State white males and Ball State Negro males caused a significant difference to appear to exist in MSEI scores between the Ball State white students and the Ball State Negro students. This finding was further supported by the fact that no significant difference was found to exist between the MSEI scores of the Ball State white female students and the MSEI scores of the Ball State Negro female students. Concerning various antecedents of self-esteem, this author concluded A: that students with high self esteem1. have mothers who are high in self-esteem, emotionally stable, adequate in their view of themselves as mothers, pleased with father's child rearing practices; more likely to be confided in than fathers; more apt to know most of children's friends, less apt to use corporal punishment for control, more likely to be the principle punitive agent; affectionate, harmoniously related tohusband, and more likely to have worked than not to have worked while children were in grade school.2. have fathers who are more stable in their employment.3. have parents who: appreciate academic achievement in their sons; have not had previous marriages; are not annoyed by children's unimportant problems; allow children to "enjoy" themselves.4. view parent's punishment as being effective; had a close relationship with siblings and peers; consider themselves as friendly, happy people. B. that students with low self-esteem1. have mothers who are: low in self-esteem; emotionally unstable; not very adequate in their view of themselves as mothers; not pleased with father's child rearing practices; more likely to be confided in than fathers; less apt to know most of their children's friends; more apt to use corporal punishment for control; more likely to be the principle punitive agent; manifest little affection for their children; relate poorly to husband; more likely not to have worked while children were in grade school.2. have fathers who are: less often the parent who makes day-to-day decisions; and are more often unemployed.3. have parents who appreciate academic achievement in their sons; have had previous marriages; are not annoyed by children's unimportant problems.4. do not view themselves as popular persons; have difficulty making friends; and consider themselves relatively unhappy.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/177566 |
| Date | January 1969 |
| Creators | Lanza, Ernest R. |
| Contributors | Church, Jay K. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | xi, 246 leaves ; 28 cm. |
| Source | Virtual Press |
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