Children's Implicit and Explicit Stereotypes about Academic Abilities

儿童对学业能力的内隐和外显的刻板印象

• 批准号: 8441829
• 负责人: Beth E KURTZ-COSTES
• 金额: $ 7.07万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-06-10 至 2015-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8441829
• 关键词: Accounting; Achievement; Adolescent; African American; Age; Area; Awareness; Behavior; Belief; Censuses; Child; Cognitive; Color; Development; Dimensions; Discipline; Economics; Emotional; Equilibrium; Expectancy; Foundations; Funding; Future; Gender; Goals; Health; Individual; Intervention; Latino; Lead; Learning; Life; Light; Link; Literature; Longitudinal Studies; Measures; Mind; Minority; Minority Groups; Motivation; Nature; Patient Self-Report; Pattern; Performance; Persons; Play; Population; Process; Race; Relative (related person); Reporting; Research; Research Personnel; Role; Sampling; Science; Science, Technology, Engineering and Mathematics; Self Concept; Sex Characteristics; Shapes; Social Psychology; Societies; Source; Stereotyping; Students; Technology; Testing; United States; Woman; Youth; age difference; boys; career; caucasian American; design; developmental psychology; early adolescence; ethnic minority population; girls; innovation; interest; member; public health relevance; racial and ethnic; racial difference; response; satisfaction; social; social cognition; success; teacher; theories

DESCRIPTION (provided by applicant): Despite considerable efforts to increase the representation of women and members of racial minorities in STEM disciplines, gender and race gaps persist. Academic stereotypes have been implicated in contributing to these gaps in several ways; the current research is designed to better understand how stereotypes shape children's expectancies for future success and valuing of specific academic domains. Aims of the proposed research are to test competing hypotheses about reasons for age, race, and gender differences in explicit race and gender stereotypes and to examine the relative importance of implicit and explicit stereotypes in predicting the motivational beliefs and behaviors of Black and White youth. If funded, this small project will lay the foundation for a larger longitudinal study examining the development of implicit and explicit academic stereotypes in Black and White youth. Three hundred White and African American youth from Grades 3, 6, and 9 will participate. The sample will be balanced on grade level, gender, and race. Building on new research in developmental and social psychology, the investigators will measure stereotypes both explicitly (using self-report measures) and implicitly (using cognitive tasks that do not require self-reports). Implicit measures will allow us to capture stereotypic thought processes that may operate outside awareness or beyond intentional control. By comparing implicit and explicit stereotypes, we aim to understand at what age's academic stereotypes begin to come automatically to mind, and when youth are willing and able to express versus reject these stereotypes. We will then be able to test hypotheses about age, race, and gender differences in stereotype reports, hoping to clarify inconsistent findings of earlier research. Students will also complete measures of academic self- concept, task interest, causal attributions, and domain-specific (i.e., English, science, and math) academic engagement and teachers will provide ratings of students' domain-specific engagement. Our tests of hypotheses about the relations between children's emerging stereotypes and their motivational beliefs and behaviors will enhance theory about ways that stereotypes lead some students to opt out of advanced classes in STEM disciplines and integrate the large literature on implicit social cognition with well-established theories of the development of achievement motivation. Thus, this project will shed light on the role that these aspects of implicit social cognition play in shaping group differences in achievement in STEM disciplines and identify new targets for interventions, potentially having a major impact on understanding the social dimensions of children's academic development.

描述（由申请人提供）：尽管在增加STEM学科中女性和少数族裔成员的代表性方面做出了相当大的努力，但性别和种族差距仍然存在。学术上的刻板印象在几个方面导致了这些差距；目前的研究旨在更好地了解刻板印象如何影响儿童对未来成功的期望和对特定学术领域的重视。本研究的目的是检验关于年龄、种族和性别差异原因的竞争性假设，并检验内隐和外显刻板印象在预测黑人和白人青年的动机信念和行为方面的相对重要性。如果得到资助，这个小项目将为一个更大的纵向研究奠定基础，研究黑人和白人青年中内隐和外显的学术刻板印象的发展。300名来自3年级、6年级和9年级的白人和非裔美国青年将参加。样本将在年级水平、性别和种族上保持平衡。在发展心理学和社会心理学的新研究的基础上，研究者们将明确地（使用自我报告测量）和隐性地（使用不需要自我报告的认知任务）测量刻板印象。隐性测量将使我们能够捕捉到可能在意识之外或有意控制之外运作的刻板思维过程。通过比较内隐刻板印象和外显刻板印象，我们的目的是了解什么年龄的学术刻板印象开始自动出现在脑海中，以及年轻人何时愿意并能够表达和拒绝这些刻板印象。然后，我们将能够测试关于刻板印象报告中年龄、种族和性别差异的假设，希望澄清早期研究中不一致的发现。学生还将完成学业自我概念、任务兴趣、因果归因和特定领域（即英语、科学和数学）学术参与的测量，教师将提供学生特定领域参与的评分。我们对儿童形成的刻板印象与其动机信念和行为之间关系的假设进行检验，将加强刻板印象导致一些学生选择退出STEM学科高级课程的理论，并将大量关于内隐社会认知的文献与成就动机发展的成熟理论相结合。因此，本项目将阐明内隐社会认知的这些方面在塑造STEM学科成就的群体差异中所起的作用，并确定新的干预目标，可能对理解儿童学业发展的社会层面产生重大影响。