Race stereotypes and self perceptions in African American youth

描述（由申请人提供）：本研究旨在(1)考察非裔美国青年种族刻板印象认同的学术发展进程；(2)探索种族刻板印象背书对黑人青少年学业自我概念和自尊的影响；(3)考察种族中心性（即黑人在个体自我定义中的中心地位）是否调节刻板印象认同与自我认知之间的关系；(4)探讨父母种族社会化信息对学术种族刻板印象背书的影响；(5)确定刻板印象认同、种族中心性、种族社会化与高等教育决策的关系。农村学区的135名非裔美国11年级学生将参与该项目。这些学生在中学时参加了第一波青少年身份项目。参加研究需要家长和学生的书面同意。同意信将在英语课上分发给学生。一旦获得同意，学生将在其学校以小组（5-10名学生）进行自我报告问卷调查。训练有素的研究助理将指导学生如何完成每个测量，并将回答问题。一旦完成问卷调查，研究助理将感谢学生，并给他们一张5美元的餐厅礼券。此外，在学生的12年级，他们将被邮寄一个后续包。学生将被问及他们的大学计划（他们是否计划上大学，这是否是一所历史上的黑人学院或大学），SAT分数（如果适用），年级结束分数和刻板印象背书。本研究将对非裔美国青少年的成就相关信念及其如何随着时间的推移而发展和变化的知识体系作出重大贡献。理解与成就相关的信念将为解释促成和促进非裔美国青少年成就动机和学业成功的因素提供一条途径。

DESCRIPTION (provided by applicant): The purpose of the proposed study is (1) to examine the developmental progression of academic race stereotype endorsement in African American youth; (2) to explore, over time, the impact that academic race stereotype endorsement has on the academic self-concept and self-esteem of Black adolescents; (3) to examine whether racial centrality (i.e., the extent to which being Black is central to an individual's definition of self) moderates the relationship between stereotype endorsement and self-perceptions; (4) to explore the influence of parental racial socialization messages on academic race stereotype endorsement; and (5) to determine the relationships among stereotype endorsement, racial centrality, racial socialization, and decisions about higher education. 135 African American eleventh graders in a rural school district will participate in the project. These students participated in the first wave of the Adolescent Identity Project when they were in middle school. Written parental and student consent will be required for study participation. Consent letters will be distributed to students in their English classes. Once consent has been received, students will be administered self-report questionnaires in small groups (5-10 students) at their schools. Trained research assistants will instruct students on how to complete each measure and will be available to answer questions. Once questionnaires are completed, the research assistant will thank the students and give them a $5 restaurant gift certificate. In addition, during the students' 12th grade year, they will be mailed a follow-up packet. Students will be questioned about their college plans (whether or not they are planning to attend college and whether it is a Historically Black College or University), SAT scores (if applicable), end of grade scores, and stereotype endorsement. The proposed study will significantly contribute to the body of knowledge on African American adolescents' achievement-related beliefs and how they develop and change overtime. Understanding achievement-related beliefs will provide a pathway for explaining the factors that contribute to and promote achievement motivation and academic success for African American adolescents.