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. ? ? ? ?
| Swinton, Akilah D; Kurtz-Costes, Beth; Rowley, Stephanie J et al. (2011) A longitudinal examination of African American adolescents' attributions about achievement outcomes. Child Dev 82:1486-500 |
| Wood, Dana; Kurtz-Costes, Beth; Okeke-Adeyanju, Ndidi et al. (2009) Mothers' Academic Gender Stereotypes and Education-Related Beliefs About Sons and Daughters in African American Families. J Educ Psychol 102:521-530 |
