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Citation |
Devos T, Blanco K, Muñoz C, Dunn R, Ulloa EC. J. Soc. Psychol. 2008; 148(4): 449-471. |
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Affiliation |
Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-4611, USA. tdevos@sciences.sdsu.edu |
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Copyright |
(Copyright © 2008, Informa - Taylor and Francis Group) |
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DOI |
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PMID |
18807421 |
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Abstract |
The authors examined the associations that underlie the orientations of bilingual Latino college students toward family and school. Participants completed, in English or Spanish, 3 implicit association tests assessing their attitude toward family vs. school, identifications with these concepts, and self-esteem. Results revealed a more positive attitude toward, and stronger identification with, family than school. Identification with family was stronger among participants who completed the study in English, suggesting self-definition in terms of distinctions from the context. Last, the more participants valued family over school and identified with family rather than school, the higher was their self-esteem. These findings shed light on the subtle, yet crucial, mechanisms by which cultural knowledge is incorporated in the self-concept of bilingual Latino college students. Language: en |