Academic Self-concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

被引：47

作者：

Evans, Ashley B. ^{[1
]}

Copping, Kristine E. ^{[2
]}

Rowley, Stephanie J.

Kurtz-Costes, Beth ^{[2
]}

机构：

[1] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA

[2] Univ N Carolina, Chapel Hill, NC USA

来源：

SELF AND IDENTITY | 2011年 / 10卷 / 02期

基金：

美国国家科学基金会;

关键词：

Academic stereotypes; Self-perceptions; Race; Gender; African American youth; LATE CHILDHOOD; IDENTITY; PERFORMANCE; PROJECTION; ACHIEVEMENT; PERCEPTIONS; MATHEMATICS; FRAMEWORK; BELIEFS; CONTEXT;

D O I：

10.1080/15298868.2010.485358

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

We examined the relation between race- and gender-group competence ratings and academic self-concept in 254 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e., ratings of boys and Blacks) were related to math/science and verbal self-concepts. However, only gender-based ratings (i.e., ratings of girls' abilities for reading/writing) were related to girls' self-concepts. These findings suggest that the influence of race stereotypes on Black adolescents' academic self-concepts is different for girls than boys. Whereas self-relevant gender groups were associated with both Black girls' and boys' academic self-concept, race-based competence ratings were only relevant for the academic self-views of Black boys.

引用

页码：263 / 277

页数：15

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