458
* The choosing of a negative identity was seen by
Aboriginal people as a possible escape from identity-
diffusion (p. 129ff.).
* Post-1967 theorizing resulted in positive typifications
(social structures), which in turn made possible for
Aborigines the choice of positive identity, a positive
location of the self in society '(p. 137ff.).
* There was not a strain towards identity-diffusion or
negative identity on the part of Aboriginal students
studied ( (p. 400ff.). ∙
* There was a strain towards ego-identity on the part
of the majority of Aborigines (Chapter XXIV).
On the part of the Aboriginal students there were
* Positive views towards location in the world of
schooling (p. 423ff.).
* Support for strengthening Aboriginal groups to get
somewhere (p. 379).
* Positive views of location within the family (p. 417ff.).
* Positive views of identials (p. 429ff√).
* Positive views of interaction with the white world (p. 405ff,).
There was
* Support for Aborigines merging with the wider community (ρ. 379).
* Support for moving out from kinship groupings (p. 415ff.).
* A lack of strong support for cultural traits held to be
characteristic of Aborigines (p. 438ff.).
Hypothesis 3.1(a)(p. 51)
The hypothesis that Aboriginal students would manifest
characteristics of identity-diffusion or negative identity was not
supported.
Hypothesis 3.1(b) (p. 51)
The hypothesis that the values of Aboriginal students would
be oriented towards the values of mainstream society was supported.
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