1.
Am J Orthopsychiatry
; 48(3): 398-407, 1978 Jul.
Article
in English
| MEDLINE
| ID: mdl-677276
ABSTRACT
Preadolescent girls in a bicultural school, compared with those in a monocultural school, showed more heterocultural peer-group organization, better self-image, and greater acceptance of an unknown cultural group. These differences were not found among younger (latency-age) children in the two schools. No significant differences were found in role-taking ability between girls in the two schools, suggesting that the bicultural school environment contributes to the difference in the other personality dimensions studied.