Racial Valuing in Cayman: its Sources and its Effects on Self-Esteem by Ian W. Godet
Dissertation offered in partial fulfilment of the requirements for the degree of Master of Education (Guidance and Counselling) at the University of Bristol .
Synopsis
The study examined the features of racial valuing (holding one race in higher regard than another) in Cayman. The major racial groups represented in Cayman are those called the Negroid Geographical Race and the Caucasoid Geographical Race. Eighteen residents of Grand Cayman were interviewed. These represented people from the following groups: Caymanian adults, non-Caymanian adults, young adults (Caymanian) and people who work with children. A cross section of racial types were represented in the groups. Findings support the view that Caymanians generally place higher value on Caucasian physical features than on Negro physical features. A wealth of information was received via the interviews and was categorised under the following headings: value attached to the words and concepts, genetic connections, race-related physical features, ancestral roots, marriage and race, racial insults and effects of racial valuing on children. The historical link between race, class and social status was examined and seen to be the original root cause of the racial valuing today.
Lowered self-esteem was hypothesised to be a result of racial valuing. The concept of the generalised other and the associated implications for the formation of attitudes toward self were examined. The great power of the generalised other and the difficulty of enhancing self-esteem within it is an area that needs to be explored further. It raises an urgent question relating to the possibility of change for individuals living within a society tied to race related self-esteem.
Nevertheless, the concept of significant others was seen as pointing toward the possibilities for improving self-esteem. Significant others within the generalised other may have a greater influence on self concept than does the generalised other as a whole. A whole school policy is suggested as a means of uniting a large part of a child’s generalised other. A Circle-Time approach is seen to be a particularly suitable model on which a whole school policy on self-esteem (and attitudes toward race) can be based.
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