Children's Implicit and Explicit Stereotypes about Academic Abilities

描述（由申请人提供）：尽管相当大的努力，以增加妇女和少数民族成员在干学科的代表性，性别和种族差距持续存在。学术上的陈规定型观念在几个方面助长了这些差距;目前的研究旨在更好地了解陈规定型观念如何塑造儿童对未来成功的期望和对特定学术领域的重视。拟议中的研究的目的是测试竞争的假设的原因，年龄，种族和性别差异明确的种族和性别刻板印象，并检查内隐和外显的刻板印象在预测的动机信念和行为的黑人和白色青年的相对重要性。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，该研究将考察黑人和白色青年中内隐和外显学术刻板印象的发展。来自3、6和9年级的300名白色和非洲裔美国青年将参加。样本将在年级、性别和种族上保持平衡。在发展和社会心理学新研究的基础上，研究人员将明确（使用自我报告措施）和隐含（使用不需要自我报告的认知任务）测量刻板印象。内隐测量将使我们能够捕捉到可能在意识之外或在有意控制之外运作的刻板思维过程。通过比较内隐和外显的刻板印象，我们的目标是了解什么年龄的学术刻板印象开始自动浮现在脑海中，当青年愿意和能够表达与拒绝这些刻板印象。然后，我们将能够测试关于年龄，种族和性别差异的刻板印象报告的假设，希望澄清早期研究的不一致结果。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）的学术参与和教师将提供学生的特定领域的参与评级。我们的测试假设之间的关系，儿童的新出现的刻板印象和他们的动机信念和行为将增强理论的方式，刻板印象导致一些学生选择退出先进的类在STEM学科和整合的大量文献内隐社会认知与成熟的理论发展成就动机。因此，该项目将阐明这些方面的内隐社会认知在塑造STEM学科成就的群体差异方面所发挥的作用，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。

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.