Mathematics self-efficacy: stereotype threat versus resilience |
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Authors: | Amy Schweinle Grace A Mims |
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Institution: | (1) Department of Counseling, Educational Psychology, Adult and Higher Education, University of Texas at San Antonio, San Antonio, TX, USA;(2) Department of Educational Psychology, University of Arizona, Tucson, AZ, USA |
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Abstract: | Children’s academic self-efficacy is one of the strongest predictors of achievement (Wigfield and Eccles, Contemporary Educational
Psychology 25(1): 68–81, 2000). The present research examined mathematics self-efficacy and the relationship of racial context
from the perspective of two competing bodies of research. Stereotype threat theory would predict that, under conditions where
negative stereotypes are salient, self-efficacy would decrease. So, Black/African American students in primarily White classrooms
would be predicted to report lower self-efficacy. However, other research suggests that Black/African American students demonstrate
fortitude even under disadvantage (e.g., Graham, Review of Educational Research, 64(1): 55–117, 1994). We examined the mathematics
self-efficacy of 170 fifth-grade students. In contrast to stereotype threat theory, results suggested that Black/African American
students’ self-efficacy remained stable regardless of the racial breakdown of the class. However, White students demonstrated
elevated self-efficacy when in predominantly Black/African American classrooms. These results could not be explained by differences
in classroom environments. Results are discussed in terms of resilience, ethnic identity and White identity. |
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Keywords: | |
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