Race stereotypes, academic self-concept and racial centrality in African American adolescents Public Deposited
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- Last Modified
- March 21, 2019
Okeke, Ndidi A.
- Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
- In this study, the developmental progression from eighth to eleventh grade of academic race stereotype endorsement and its relation to academic self-concept was examined in African American youth. Based on expectancy-value theory, I hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions of competence. I expected that racial centrality and race stereotype attributions would moderate the relation between stereotype endorsement and academic self-concept, and that parental racial socialization would be related to stereotype endorsement. Mean ratings of Black students' academic competence decreased from eighth grade to eleventh grade. In 8th grade, 11th grade, and over time, endorsement of traditional stereotypes was negatively related to the academic self-concept of students with high racial centrality. This relation was nonsignificant among students for whom race was not a central aspect of their self-definition. Implications of the study findings and directions for future research are discussed.
- Date of publication
- May 2009
- Resource type
- Rights statement
- In Copyright
- Kurtz-Costes, Beth
- Degree granting institution
- University of North Carolina at Chapel Hill
- Open access
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|Race stereotypes, academic self-concept and racial centrality in African American adolescents||2019-04-10||Public||