The Development of Academic and Nonacademic Race Stereotypes in African American Adolescents

被引:18
作者
Burnett, Marketa [1 ]
Kurtz-Costes, Beth [1 ]
Vuletich, Heidi A. [1 ,3 ]
Rowley, Stephanie J. [2 ,4 ]
机构
[1] Univ N Carolina, Dept Psychol & Neurosci, Campus Box 3270, Chapel Hill, NC 27599 USA
[2] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA
[3] Indiana Univ, Dept Psychol & Brain Sci, Bloomington, IN 47405 USA
[4] Columbia Univ, Dept & Lumen Dev, Teachers Coll, New York, NY 10027 USA
基金
美国国家科学基金会;
关键词
academic stereotypes; sports stereotypes; African Americans; longitudinal; GENDER STEREOTYPES; RACIAL STEREOTYPES; BLACK-ADOLESCENTS; LATE CHILDHOOD; SELF-CONCEPT; ACHIEVEMENT; CHILDRENS; CONTEXT; CONSEQUENCES; IDENTITY;
D O I
10.1037/dev0001071
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The purpose of this longitudinal study was to examine developmental change and gender differences in the Black-White race stereotype endorsement of African American adolescents. In Grades 7, 10, and 12, African American students (N = 563; 313 girls) reported their perceptions of the competence of Blacks and Whites in academic, music, and sports domains. Multilevel growth modeling (MLM) was used to assess change from Grade 7 to Grade 12. Separate models tested academic (English, math, science) and nonacademic (music and sports) stereotypes. Across time points, students reported higher competence for Whites than Blacks in English, math, and science and higher competence for Blacks in music and sports. Academic stereotype endorsement increased between Grades 7 and 10, and students' endorsement of music and sports stereotypes decreased over time. Girls endorsed race stereotypes favoring Whites in math and science more strongly than boys. Boys reported stronger sports stereotypes than girls. Results highlight the value of intersectional approaches to studying stereotypes, as factors linked to gender identity may play a role in Black youths' race stereotype endorsement.
引用
收藏
页码:1750 / 1759
页数:10
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