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The study tested the effects of priming culture on academic self-concept (ASC) and ethnocentrism, and the relationship between prior intergroup contact (PIC) and familial ethnic socialization (FES) and those two outcomes. The study asked: Does priming culture affect achievement outcomes and manifestations of social identity? Do immigrant generation groups differ in ASC and ethnocentrism? Does the extent someone experiences diversity, and ethnic socialization, affect confidence and interest in academic study and feelings of group superiority? Hispanic and White 8 th  graders (N = 72) in six middle schools were surveyed on PIC and FES and later engaged in either a cultural priming or neutral priming activity and were surveyed on ASC and ethnocentrism. Significant group differences were found in both ASC and ethnocentrism depending on the type of priming. Both Whites and Hispanics scored higher in ASC and ethnocentrism after Hispanic priming than after American priming. In other words, including Hispanic culture in classrooms benefited indirectly the achievement of both Hispanic and White students through ASC. Increasing acculturation was correlated with higher ASC and lower ethnocentrism. PIC was related to higher ASC and lower ethnocentrism. FES predicted higher ethnocentrism. Results support the bidirectional influence of culture and that diversity affects ethnocentrism.

Differences in Effects of Priming Culture, and in Effects of Diversity, on Dimensions of Identity