A Developmental Analysis of Self-Concept in Mexican American and Anglo School Children

Measures of self-concept and level of acculturation were obtained from 44 male and 48 female Anglo American and 103 male and 116 female Mexican American students from two school districts, one rural and one urban. The scores were then analyzed using the following independent variables: school setting (urban vs. rural), grade level (first, third, sixth, ninth, and twelfth), student ethnicity (Anglo vs. Mexican American), and level of acculturation (high vs. low). The major dependent variable was total self-concept score based on the Piers-Harris Children's Self-concept Scale but the following self-concept subscales were also analyzed: Behavior, Happiness-Satisfaction, Intellectual and School Status, Physical Appearance, Anxiety, and Popularity The only significant main effect was level of acculturation, but this was more a function of highly acculturated Anglos! No overall ethnic differences were found. Third-grade Anglo students obtained higher self-concept scores than all other groups. Ethnic differences were found on one subscale, Behavior, but again these seem to be caused by highly acculturated third-grade Anglo students in the urban setting.