Young, Black, Mathematically Gifted, and Stereotyped
Young, Black, Mathematically Gifted, and Stereotyped
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年轻、黑人、有数学天赋且刻板印象
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
E. McGee
中科院分区：
文献类型：
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作者：
E. McGee
在这篇文章中，我描述了塔玛拉（化名），一个数学成绩很好的高中二年级学生所经历的学习困境。塔玛拉在一个经济拮据的社区长大，有机会进入一所著名的私立高中，学费全免。面对被视为平权行动的学生，塔玛拉使用这种负面的刻板印象作为一个额外的动力来源，以取得高分的入学考试。一个新的框架解释了塔玛拉对这种情况的反应，我称之为刻板印象管理（麦基和马丁，2011 b）。刻板印象管理描述了一系列的战略和各种形式的个人机构，高成就的黑人学生雇用，以减少贬低刻板印象的学术影响，同时保持高标准的成绩。然而，对于塔玛拉来说，她的高分和面对刻板印象的能力是甜蜜的，因为她检查了被认为低于的潜力和持久性。
In this paper, I describe the academic dilemma experienced by Tamara (pseudonym), a mathematically high-achieving high school sophomore. Raised in an economically strapped neighborhood, Tamara had the opportunity to attend a prestigious private high school, tuition free. Confronted by being viewed as an affirmative action student Tamara uses this negative stereotype as an extra source of motivation to achieve high marks on the admissions test. A new framework explains Tamara’s reaction to this situation that I call stereotype management (McGee & Martin, 2011b). Stereotype management describes the range of strategies and various forms of individual agency that high-achieving Black students employ to reduce the academic impact of demeaning stereotypes while maintaining high standards of achievement. For Tamara, however, her high test score and ability to achieve in the face of being stereotyped was bittersweet, as she examined the potency and permanence of being perceived as less than.
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM