Children's self-esteem and their perceptions of prejudice, social satisfaction and status.

The recent social and political changes in South Africa are having a profound effect on social relations in South Africa, and it seems appropriate to study the attitudes of children and their perceptions of racial and gender relations. This study attempts to explore self-esteem, perceptions of social satisfaction, status and prejudice in relation to race and gender. The sample consists of 444 Black and White children aged 12/13 years and 14/15 years. The children were from schools in an urban area (Pietermaritzburg) in Kwa-Zulu, Natal. Three instruments were administered: The Culture-Free Self-Esteem Inventory, the Social Status Technique and the Social Distance Scale. A review of theoretical considerations of prejudice, self-esteem and social identity theory is provided. Statistical analysis indicated the following findings: there is no difference in assessed self-esteem between the races although boys exhibited a more positive self-esteem than girls. Black children showed more positive levels of self-esteem on the academic and parent-related sub-scales, while White children showed a more positive social self-esteem. With regard to social satisfaction and preference, all children identified Whites as being the most satisfied and having the most status. With the exception of Black boys, all children perceive that girls have more satisfaction and status than boys. There is a clear difference between boys and girls with girls showing a strong bias towards their own gender in the preference and satisfaction questions but not on the identification question. In relation to identification, children showed a clear own-group identification. On the Social Distance Scale, Black children were more prejudiced than White children, and were most prejudiced towards the Afrikaans speaking group. Boys also were more prejudiced than girls. The findings are discussed in relation to the theoretical perspectives and to previous findings. A critique of the study and recommendations for future research are included. CHAPTERl. INTRODUCTION The term "race" when applied to humans has an essentially social and political meaning and reference, rather than a biological one. In the South African context, particularly, the political, economic and social status of every individual was conditioned, if not predetermined by his/her race. Suzman (1960) wrote that "the whole pattern of every individual's life is circumscribed by his/her race" (p 339). It is necessary to look at past as well as present influences, as these relate to how the individual perceives his/her position within the society. Mass media, science, literature, history and religion all supported what in South Africa was apartheid, i.e. a politically enforced segregation of the different races. Race and gender awareness and attitudes develop, as part of the socialisation process, at an early age (Williams & Morland, 1976~ Aboud, 1988~ Katz, 1975). Social and cultural norms and values are conveyed to children primarily through the words and behaviour of others who project or behave in accordance with their own knowledge, needs and perceptions. Children are active participants in the learning process. They absorb, imitate, and learn from their environment and from significant others in their environment. The recent socio-political changes in South Africa, including the dismantling of apartheid, the first democratic elections, the transition towards a racially integrated society with regard to education, health, politics and economics suggest a society in a state of uncertainty and expectations with a new set of beliefs and attitudes being negotiated. As beliefs, attitudes and behaviours were legitimized by the political and legal structures and the fact that these laws have now been abolished it is considered that research in the area of racial and gender attitudes and perceptions is necessary to determine what the children in our society are experiencing. "The problems of racism and sexism are most accurately described as having multiple causes. Intrapersonal, interpersonal and societal factors must be recognised as contributors having summative, as well as interactive, effects" (Reid, 1988, p 205). The above quotation succinctly defines the complexity of racism and sexism. Childhood experiences, family attitudes, peer and