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Journal of Black Psychology
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Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

Ndidi A. Okeke

University of North Carolina, Chapel Hill, okeke{at}email.unc.edu

Lionel C. Howard

University of North Carolina, Chapel Hill

Beth Kurtz-Costes

University of North Carolina, Chapel Hill

Stephanie J. Rowley

University of Michigan, Ann Arbor

The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs.

Key Words: stereotypes • motivation • racial identity • self-concept

This version was published on August 1, 2009

Journal of Black Psychology, Vol. 35, No. 3, 366-387 (2009)
DOI: 10.1177/0095798409333615
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