The name is absent

428

While responses differ in their strength, overall,
the majority response in each instance (with the exception of moving
out from relatives) was positive. Even this latter response is a
positive one given certain aims.

It is concluded that, while in both the Aboriginal group and
the non-Aboriginal group there are those who have responded negatively
to the statements, and doubtless present examples of identity-
diffusion and negative identity, it cannot be inferred that the
majority of the Aboriginal students in this sample attest the
psychological correlates linked either to identity-diffusion or
negative identity.

The evidence from Schedule II statements supports the earlier

findings concerning the positive self-typification of Aboriginal
students.

It is concluded that students in the schools have not internalised
the negative identities that the young people of the early seventies
perceived as offered to them by the wider society.

On the contrary, the responses of Aboriginal students show
fa

evidence of ego-identity, often with greater support than is shown
by non-Aborigines.

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