Final answer:
The self-esteem of Tony, a Black adolescent, and Vicki, a White adolescent, at a predominantly Black school cannot be predicted solely based on their race. It depends on a variety of factors, including peer and teacher perceptions, racial socialization, and personal identity development.
Step-by-step explanation:
The question about Tony, a Black adolescent, and Vicki, a White adolescent, attending a predominantly Black school and their self-esteem levels involves complex socio-psychological factors. Drawing on research, the answer to whether Tony will have higher self-esteem, or Vicki will have higher self-esteem, or if their self-esteem will be similar, is d. It depends on other factors. For instance, Spencer, Dupree, and Hartmann's 1997 research, framed by the Phenomenological Variant of Ecological Systems Theory (PVEST), indicates that both perceptions of individuals by their peers and teachers, as well as the individual's reactions to these perceptions, are critical factors.
Additionally, Prosser's research on self-concept in segregated vs. integrated schools implies that context, including whether a school is predominantly Black or White, can impact self-esteem. Importantly, Neblett et al. (2009) emphasize the role of racial socialization in developing a healthy racial/ethnic/cultural identity which is closely tied to self-esteem in adolescents. Therefore, factors such as racial socialization, peer and teacher perceptions, and personal identity development must be considered when predicting an adolescent's self-esteem in a given school context.