Counterstereotypic Identity among High-Achieving Black Students
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| Title: | Counterstereotypic Identity among High-Achieving Black Students |
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| Language: | English |
| Authors: | Harpalani, Vinay |
| Source: | Penn GSE Perspectives on Urban Education. Fall 2017 14(1). |
| Availability: | University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Institute of Mental Health (DHHS/NIH) Institute of Education Sciences (ED) |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | African American Students, High Achievement, Ethnic Stereotypes, Identification (Psychology), Low Income Students, Urban Youth, Intelligence Differences, Adolescent Attitudes, Student Surveys, Beliefs, Achievement Need, Secondary Education, Coping, Longitudinal Studies, Statistical Analysis |
| ISSN: | 1946-7109 |
| Abstract: | This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth, compared to high achievers of other ethnicities, view intelligence as a more flexible as opposed to fixed entity and place greater salience on intellectual abilities. Additionally, high-achieving Black males place less salience on sports involvement than marginally-achieving Black males. Implications of these findings are discussed from a developmental psychology perspective. |
| Abstractor: | ERIC |
| Number of References: | 18 |
| Entry Date: | 2017 |
| Accession Number: | EJ1160342 |
| Database: | ERIC |
| Abstract: | This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth, compared to high achievers of other ethnicities, view intelligence as a more flexible as opposed to fixed entity and place greater salience on intellectual abilities. Additionally, high-achieving Black males place less salience on sports involvement than marginally-achieving Black males. Implications of these findings are discussed from a developmental psychology perspective. |
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| ISSN: | 1946-7109 |
