ERIC Number: EJ863085
Record Type: Journal
Publication Date: 2009-Dec
Abstractor: As Provided
Reference Count: 0
Mathematics Self-Efficacy: Stereotype Threat versus Resilience
Schweinle, Amy; Mims, Grace A.
Social Psychology of Education: An International Journal, v12 n4 p501-514 Dec 2009
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.
Descriptors: African American Students, Ethnicity, Educational Research, Stereotypes, Self Efficacy, Educational Psychology, Grade 5, White Students, Predictor Variables, Mathematics Achievement, Academic Ability, Self Concept, Personality Traits, Educational Environment, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Authoring Institution: N/A