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Counterstereotypic Identity among High-Achieving Black Students

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Title: Counterstereotypic Identity among High-Achieving Black Students
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
FullText Links:
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  Data: Counterstereotypic Identity among High-Achieving Black Students
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  Data: <searchLink fieldCode="AR" term="%22Harpalani%2C+Vinay%22">Harpalani, Vinay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Penn+GSE+Perspectives+on+Urban+Education%22"><i>Penn GSE Perspectives on Urban Education</i></searchLink>. Fall 2017 14(1).
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  Data: University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
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  Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Stereotypes%22">Ethnic Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Youth%22">Urban Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Differences%22">Intelligence Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+Attitudes%22">Adolescent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Need%22">Achievement Need</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 9
    Subjects:
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: High Achievement
        Type: general
      – SubjectFull: Ethnic Stereotypes
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      – SubjectFull: Identification (Psychology)
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Urban Youth
        Type: general
      – SubjectFull: Intelligence Differences
        Type: general
      – SubjectFull: Adolescent Attitudes
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      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Achievement Need
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Statistical Analysis
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      – TitleFull: Counterstereotypic Identity among High-Achieving Black Students
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