Collections > Electronic Theses and Dissertations > Academic race and gender stereotypes and adolescents' self-perceptions
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The relation between African American adolescents' academic self-concepts and their views about the abilities of their race and gender in-group and corresponding out-groups was examined in two academic domains: math/science and literacy. 296 seventh grade students reported their beliefs about the abilities of Blacks, Whites, girls and boys as well as their self-concept in these domains. Adolescents reported traditional academic race stereotypes, but reported that girls are better than boys in both math/science and literacy. Girls' math/science self-perceptions were related to their beliefs about the abilities of their racial out-group (i.e., Whites) and gender in-group (girls); literacy self-perceptions were related to their beliefs about the abilities of Blacks in that domain. Boys' math/science self-perceptions were related to their beliefs about the math/science abilities of Blacks and boys, but their literacy self-perceptions were unrelated to group competence perceptions. The implications for educational policy are discussed.