Journal
SELF AND IDENTITY
Volume 10, Issue 2, Pages 263-277Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/15298868.2010.485358
Keywords
Academic stereotypes; Self-perceptions; Race; Gender; African American youth
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Funding
- NICHD NIH HHS [R03 HD044052-02, R03 HD044052] Funding Source: Medline
- Direct For Education and Human Resources
- Division Of Research On Learning [0819079] Funding Source: National Science Foundation
- Direct For Social, Behav & Economic Scie [0820309] Funding Source: National Science Foundation
- Division Of Behavioral and Cognitive Sci [0820309] Funding Source: National Science Foundation
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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.
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