Academic Self-concept in Black Adolescents: Do Race and Gender Stereotypes Matter?
Academic Self-concept in Black Adolescents: Do Race and Gender Stereotypes Matter?
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DOI：
10.1080/15298868.2010.485358
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发表时间：
2011-01-01
影响因子：
2
通讯作者：
Kurtz-Costes, Beth
中科院分区：
文献类型：
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作者：
Evans, Ashley B.;Copping, Kristine E.;Kurtz-Costes, Beth
我们研究了种族和性别组的能力评级和学术自我概念之间的关系，在254黑人七年级和八年级学生。平均而言，青年人报告了传统的种族刻板印象，而性别刻板印象是关于语言能力的传统，而关于数学/科学能力的非传统。在男孩中，基于组内性别和组内种族的能力评级（即，男孩和黑人的评分）与数学/科学和口头自我概念有关。然而，只有基于性别的评级（即，女孩的阅读/写能力等级与女孩的自我概念有关。这些结果表明，种族刻板印象对黑人青少年的学业自我概念的影响是不同的女孩比男孩。而自我相关的性别群体与黑人女孩和男孩的学术自我概念，基于种族的能力评级只与黑人男孩的学术自我观点。
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.