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ERIC Number: EJ1160342
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: ERIC
ISSN: EISSN-1946-7109
Counterstereotypic Identity among High-Achieving Black Students
Harpalani, Vinay
Penn GSE Perspectives on Urban Education, v14 n1 Fall 2017
This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth, compared to high achievers of other ethnicities, view intelligence as a more flexible as opposed to fixed entity and place greater salience on intellectual abilities. Additionally, high-achieving Black males place less salience on sports involvement than marginally-achieving Black males. Implications of these findings are discussed from a developmental psychology perspective.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Grant or Contract Numbers: N/A