Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

Autor/inn/en	Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.
Titel	Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
Quelle	In: Journal of Black Psychology, 35 (2009) 3, S.366-387 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-7984
DOI	10.1177/0095798409333615
Schlagwörter	African American Students; Race; Stereotypes; Youth; Self Concept; Academic Ability; Grade 7; Grade 8; Theories; Student Motivation; Beliefs; Measures (Individuals); Regression (Statistics) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Klischee; Jugend; Jugendlicher; Jugendalter; Selbstkonzept; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Theory; Theorie; Schulische Motivation; Belief; Glaube; Messdaten; Regression; Regressionsanalyse
Abstract	The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10