| Summary: | Abstract
This ethnographic study tested the hypothesis that
positive social interactions in sport will contribute
positively to the Aboriginal identity of urban, Australian
Aboriginal children. Nine male and female children aged
11-12 years were observed and interviewed. Significant
responses were extracted and meanings were identified and
grouped into various themes (Colaizzi, 1978). Interactions
between Aboriginal participants were different from
interactions with non-Aboriginal children and each provided
different sources of information toward children's
Aboriginal identity. The hypothesis was supported because
the outcomes of interactions in sport among Aboriginal
children enabled them to positively express their
Aboriginal identity together in a group, speak an
Aboriginal language and interact with each other in ways
that further affirmed their Aboriginal identity. In
comparison, non-Aboriginal peers contributed positively to
Aboriginal student's self-esteem because of the positive
feedback they provided in school sport. Furthermore,
non-Aboriginal students' social interactions with
Aboriginal peers were purposeful for making friends,
acceptance and respect between each other.
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