Race Differences in Black and White Adolescents' Academic Gender Stereotypes Across Middle and Late Adolescence

Objectives: We examined race differences in adolescents' beliefs about boys' and girls' English, math, and science abilities, testing the hypothesis that Black adolescents would rate girls' abilities more favorably than boys' across all domains. In contrast, we expected that White adolescents would report traditional stereotypes favoring boys in math and science and favoring girls in English, and that developmental change would reflect increasing endorsement of traditional stereotypes for both Black and White adolescents. Methods: 654 Black and White adolescents (M-age = 16.3; SD = 0.67) completed surveys rating girls' and boys' competence in each academic domain in Grade 10 and in Grade 12. Results: Across Grade 10 and Grade 12, Black and White adolescents of both genders showed strong endorsement of stereotypes favoring girls in verbal domains. Traditional stereotypes favoring boys in math were endorsed by White adolescents but not Black adolescents and increased across time. Black youth (with scores averaged across grades) and 10th graders (with scores averaged across race) reported that girls were more competent than boys in science. In contrast, girls and boys were viewed as equally competent in science by White adolescents (with scores averaged across time) and by 12th graders (with scores averaged across race). Conclusions: These findings show that Black and White youth differ in their endorsement of stereotypes about gender differences in Science, Technology, Engineering, and Mathematics (STEM) abilities. The results extend prior research with children and early adolescents showing that traditional STEM gender stereotypes become more pronounced in later adolescence and that verbal gender stereotypes are robust.