Racial stereotype and Black adolescents' math achievement: Unpacking the socio-cognitive mechanisms

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-07-19 DOI:10.1016/j.jsp.2024.101350

Ming-Te Wang , Daphne A. Henry , Wei Wu , Juan Del Toro , James P. Huguley

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引用次数: 0

Abstract

Racial stereotypes are salient to Black adolescents and to the academic domain of mathematics; however, few studies have examined the socio-cognitive mechanisms through which racial stereotypes impact math achievement. This 2-year longitudinal study (N = 790 Grade 6, 8, and 10 students during Year 1; 50.7% girls and 49.3% boys) investigated (a) the extent to which the endorsement of positively and negatively biased racial stereotypes predicted Black adolescents' math performance through their cognitive engagement and ability mindset and (b) whether gender and ethnic-racial identity moderated these links. Results suggested that endorsement of negatively biased stereotypes was associated with diminished cognitive engagement and lower math scores across 2 years (p < .05). Additionally, adolescents' ethnic-racial identity commitment moderated the negative links between stereotype endorsement and math cognitive engagement in Year 2 (p < .05). When considering the mediating role of math ability mindsets, the endorsement of both positively and negatively biased racial stereotypes operated on math performance via its links to stronger fixed ability mindset beliefs in both years (p < .05). Gender also moderated the effects of racial stereotype endorsement on math mindset beliefs in Year 1 (p < .01). This study's findings advance the field's understanding of the psychosocial mechanisms through which racial stereotypes operate, thus enabling educators to develop tailored practices that facilitate equitable access to math learning opportunities.

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种族刻板印象与黑人青少年的数学成绩：解读社会认知机制

种族刻板印象对黑人青少年和数学学术领域都很突出；然而，很少有研究探讨种族刻板印象影响数学成绩的社会认知机制。这项为期两年的纵向研究（一年级的六年级、八年级和十年级学生人数为 790 人，其中女生占 50.7%，男生占 49.3%）调查了：(a) 对积极和消极的种族刻板印象的认可在多大程度上通过黑人青少年的认知参与和能力心态预测了他们的数学成绩；(b) 性别和种族认同是否调节了这些联系。结果表明，带有负面偏见的刻板印象与认知参与度降低和两年内数学成绩下降有关（p < .05）。此外，青少年的民族-种族认同承诺调节了刻板印象认可与二年级数学认知参与之间的负相关（p < .05）。在考虑数学能力思维定势的中介作用时，对积极和消极偏向的种族刻板印象的认可，通过与这两年中更强的固定能力思维定势信念之间的联系，对数学成绩产生了影响（p <.05）。性别也调节了种族刻板印象对一年级数学思维模式信念的影响（p < .01）。这项研究的结果促进了该领域对种族刻板印象运作的社会心理机制的理解，从而使教育工作者能够制定有针对性的做法，促进公平获得数学学习机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.