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作者

来源

URBAN EDUCATION,Vol.52,Issue4,P.491-524

语言

英文

关键字

race; identity; mathematics; adolescent; urban education; African American students; Hispanic students; minority academic success; MIDDLE CHILDHOOD; RACE; IDENTITY; PREJUDICE; ATTITUDES; CHILDREN; THREAT; GENDER; CONSCIOUSNESS; CONSEQUENCES

作者单位

[Nasir, Na'ilah Suad] Univ Calif Berkeley, Equ & Inclus, Berkeley, CA 94720 USA. [Nasir, Na'ilah Suad] Univ Calif Berkeley, Grad Sch Educ & African Amer Studies, Berkeley, CA 94720 USA. [de Royston, Maxine McKinney] Univ Wisconsin, Dept Curriculum & Instruct, Madison, WI 53706 USA. [O'Connor, Kathleen; Wischnia, Sarah] Stanford Univ, Stanford, CA 94305 USA. Nasir, NS (reprint author), Univ Calif Berkeley, 5641 Tolman Hall,MC 1670, Berkeley, CA 94720 USA. E-Mail: nailahs@berkeley.edu

摘要

Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience greater divergence between stereotype awareness about their group and endorsement than other students, and (c) students who eschewed the applicability of stereotypes to them demonstrated higher engagement and achievement in math. This study has implications for studying race in schools and mathematics, and the need for urban educators to facilitate racialized counter-narratives.