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)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Study 1, the stereotype × racial centrality interaction predicted academic self-concept (β = –.19, p < .01), and the simple slope of stereotypes was significant only at high racial centrality (β = –.45, p < .01). → 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

q3 · i? · associational · r2

Hierarchical multiple regression with 237 African American students, controlling gender, grade, school composition, parent income and education, and achievement. The interaction term was significant: "β = –.19, p < .01". Simple slopes were significant only at high centrality (β = –.45, p < .01); low and average slopes were not (β = .09 and –.03, ps > .05).

"The change in R2 was significant, and the main effect of academic race stereotypes was qualified by the stereotypes × racial centrality interaction, β = –.19, p < .01"

Discussion¶

Related Claims¶

• Academic achievement is moderately correlated with academic self-concept in African American middle school youth — related
• 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 — a broader claim this one bears on
• 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) — related
• African American middle school students on average endorse the traditional academic race stereotype while reporting high academic self-concept — related
• The attitude-achievement paradox: disadvantaged minority youth may show low achievement despite high motivation to achieve upward mobility through schooling — related
• Fixed mindsets predict stronger stereotyping and trait inferences, with experimental evidence of a causal role — related