Racial centrality plays different roles across outcomes: protective against discrimination's effects on mental health but a vulnerability factor for stereotype effects on self-perceptions¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The authors interpret their findings as calling into question the common view of racial centrality as a universal buffer: feeling connected to one's group may foster resilience to discrimination yet vulnerability to negative stereotypes. → Okeke 2009

Evidence¶

Okeke 2009¶

Okeke, N. A., Howard, L. C., Kurtz-Costes, B., & Rowley, S. J. (2009). Academic race stereotypes, academic self-concept, and racial centrality in African American youth. Journal of Black Psychology, 35(3), 366–387. https://doi.org/10.1177/0095798409333615

q2 · i? · associational · r2

Authors' interpretive claim in the Discussion, contrasting cited evidence that group centrality reduces discrimination's negative mental-health effects with evidence that highly gender-identified women show greater stereotype-threat decrements. No effect size is printed for this interpretive synthesis.

"Feeling connected to a group may make one resilient in the face of racial discrimination yet vulnerable in the face of negative racial stereotypes."

Discussion¶

Related Claims¶

• In an independent seventh-grade sample, stereotype endorsement predicted lower academic self-concept at average and high racial centrality but not at low centrality (Study 2 replication) — a narrower finding that bears on this claim
• Among African American eighth graders high in racial centrality, stronger endorsement of the traditional academic race stereotype is associated with lower academic self-concept, controlling achievement and demographics (Study 1) — a narrower finding that bears on this claim
• African American middle school students on average endorse the traditional academic race stereotype while reporting high academic self-concept — related
• Daily diary evidence links lower daily self-concept fit to stronger same-day mental burnout and concerns about academic abilities — related
• A policy report's narrative review states that values affirmation reduced stereotype-threat effects among middle-school students, with higher academic performance for Black students up to 7–9 years later — related
• Disidentification relieves stereotype threat at the cost of loss of motivation and dissociation from school achievement — related
• Protective factors attenuate the effects of risk as risk rises, producing gap-closing effects represented analytically as Risk × Protective Factor interactions — related