School self-acceptance among Canadian Indian, White, and Metis children.

Abstract
Indian students have traditionally scored lower on a variety of self-concept measures than non-Indian students. Research in this area has been criticized on the basis of the poor validity of self-concept measures for use in Indian populations and failure to control for extraneous factors such as socioeconomic status which could account for Indian-non-Indian differences. Indian (334), non-Indian (197) and Metis (92) students were compared on an important aspect of self-concept, school self-acceptance. Attempts were made to overcome weaknesses in prior research by gathering validity data on the self-concept measure and controlling for extraneous factors such as social assets which could account for Indian-non-Indian differences. Support was found for the prediction that Indian school children would have lower school self-acceptance scores than white children. Metis students resembled Indian students in their school self-acceptance scores, acculturation level and social assets, but scored closer to white students in their child-rearing scale scores. Multiple regression analyses revealed that the social assets variable was the most important predictor of school self-acceptance.

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