University Presentation Showcase: Undergraduate Division
Who I Am and How I've Changed
Presenter Hometown
Hebron, Kentucky
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Jonathan S. Gore
Mentor Department
Psychology
Recommended Citation
McKnight, Madelyn, "Who I Am and How I've Changed" (2022). University Presentation Showcase Event. 16.
https://encompass.eku.edu/swps/2022/undergraduate/16
Abstract
The purpose of this study was to examine the influence of prejudice on self-concept change and self-esteem. Participants were 90 juniors and seniors enrolled in introductory psychology and research methods courses at Eastern Kentucky University. This correlational study required participants to take a voluntary online survey comprised of the Twenty Statements Test (TST), the Relationships, Groups, and Places Questionnaire, the Desire to Change Questionnaire, the Perceived Ethnic Discrimination Questionnaire-Community Version (PEDQ-CV), the Rosenberg Self-Esteem Inventory, and several demographic questions. The main findings discovered that experience with prejudice had an impact on strengthening both the self-concept and self-esteem. In addition, the findings discovered that students’ self-identities were solidified by their environments. This could be explained by the use of coping mechanisms developed when facing prejudice and discrimination. The main implication is that universities and colleges need to provide resources to help students improve their coping mechanisms when experiencing prejudice and discrimination.
Presentation format
Poster
Who I Am and How I've Changed
The purpose of this study was to examine the influence of prejudice on self-concept change and self-esteem. Participants were 90 juniors and seniors enrolled in introductory psychology and research methods courses at Eastern Kentucky University. This correlational study required participants to take a voluntary online survey comprised of the Twenty Statements Test (TST), the Relationships, Groups, and Places Questionnaire, the Desire to Change Questionnaire, the Perceived Ethnic Discrimination Questionnaire-Community Version (PEDQ-CV), the Rosenberg Self-Esteem Inventory, and several demographic questions. The main findings discovered that experience with prejudice had an impact on strengthening both the self-concept and self-esteem. In addition, the findings discovered that students’ self-identities were solidified by their environments. This could be explained by the use of coping mechanisms developed when facing prejudice and discrimination. The main implication is that universities and colleges need to provide resources to help students improve their coping mechanisms when experiencing prejudice and discrimination.
