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

被引：45
|
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
收藏
页码：263 / 277
页数：15
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