Classroom racial proportion: Influence on self-concept and social competence in Zimbabwean adolescents

Elias Mpofu, Kenneth R. Thomas

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


The authors measured self-concept and social competence relationships in 372 Zimbabwean adolescents (41% Black, 59% White) who attended classrooms in which they were either a racial minority or a racial majority (M age = 12.95 years, SD = 1.47). The authors used self-, peer-, and teacher-rating scale sociometric measures of social competence and a multidimensional measure of self-concept. The regression analysis predicted self-concept from social competence measures. Teacher-rated social competence predicted physical appearance self-concept in the Black adolescents and reading self-concept in White adolescents in White-majority classrooms. Self-rated social competence and peer-rated social competence predicted school self-concept in Black adolescents attending Black-majority classrooms. The authors concluded that classroom racial proportions influence aspects of social perception of Black and White adolescents.

Original languageEnglish
Pages (from-to)93-111
Number of pages19
JournalJournal of Genetic Psychology
Issue number1
Publication statusPublished - Mar 2006
Externally publishedYes


  • Adolescents
  • Perception
  • Race
  • Social

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Life-span and Life-course Studies


Dive into the research topics of 'Classroom racial proportion: Influence on self-concept and social competence in Zimbabwean adolescents'. Together they form a unique fingerprint.

Cite this