Stereotypes of Achievement Striving Among Early Adolescents
102 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/ebf53e1bc144c114918074e63b28e3b79183c29c
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In Education
Citations in the corpus
- Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence (2005, background): “In addition, when examining photographs of unknown students, early adolescents selected ethnic minority male students as those most likely to be disengaged from academics ( Hudley & Graham, 2001 ).”
- On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education (2011, background): “© 2011 Nasir & Shah 25 The research literature has typically referred to these narratives as ‗stereotypes‘ (Bobo, 1999; Hudley & Graham, 2001).”
- Roles of Gender, Race, and SES in the College Choice Process Among First-Generation and Nonfirst-Generation Students (2008, background): “…students who are underrepresented and most likely to be stigmatized as incompetent in the academic domain (e.g., African Americans, Latinos) (Hudley & Graham, 2001) may be more vigilant for social opportunities that provide a sense of belonging and connectedness when they are selecting a…”
- Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, result): “Hudley and Graham (2001) showed a similar pattern of results in a scenario-based experimental paradigm.”
- Cultural Identification and Academic Achievement Among African American Males (2008, background): “African American adolescents grapple with the additional task of developing a racial/ethnic identity in an American social milieu that is often polarized along racial lines (Monteith & Spicer, 2000; Winant, 1998) and is replete with negative racial stereotypes (Hudley & Graham, 2001).”
- Ethnic and Racial Identity and Adolescent Well-Being (2007, background): “…adolescent girls and eating disorders, these results suggest that adolescents with an unexamined ethnic identity may internalize prevalent negative social stereotypes (Hudley & Graham, 2001) and hold negative views about their own group that are detrimental to their mental health and adjustment.”
- Social status as a predictor of race and gender stereotypes in late childhood and early adolescence (2007, background): “In a study of academic stereotypes in an ethnically diverse sample of seventh and eighth graders, Hudley and Graham (2001) found that boys and girls of all ethnic backgrounds viewed Black and Latino boys as least likely to be engaged in the classroom.”
- Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School (2007, background): “... factors believed to precede gender differences in African American attainment outcomes has focused on gender differences in educational attitudes and beliefs that are theorized to impact achievement motivation and performance, including identification with academics (Osborne, 1997), educational ”
- Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, background): “…Asian Americans are stereotyped as having high STEM abilities (Sinclair, Hardin, & Lowery, 2006; Wenner, 2003), whereas Latino and African American boys are stereotyped as lacking in intelligence and achievement motivation and as being academically unengaged (Hudley & Graham, 2002; Steele, 1997).”
- Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men (2005, background): “However, other quantitative data suggest that these constraints may operate differentially for males and females (Hudley & Graham, 2001).”