Mothers' Academic Gender Stereotypes and Education-Related Beliefs about Sons and Daughters in African American Families

Autor/inn/en	Wood, Dana; Kurtz-Costes, Beth; Rowley, Stephanie J.; Okeke-Adeyanju, Ndidi
Titel	Mothers' Academic Gender Stereotypes and Education-Related Beliefs about Sons and Daughters in African American Families
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.521-530 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0018481
Schlagwörter	African Americans; Sex Stereotypes; Mothers; Educational Attainment; Academic Aspiration; Males; Hypothesis Testing; Beliefs; Gender Differences; Expectation; Parent Attitudes; Academic Achievement; Competence; Social Attitudes; Longitudinal Studies; Middle School Students; Socioeconomic Status; Family Income + Suchen Sie Ihr Suchwort? Afroamerikaner; Mother; Mutter; Bildungsabschluss; Bildungsgut; Male; Männliches Geschlecht; Hypothesenprüfung; Hypothesentest; Belief; Glaube; Geschlechterkonflikt; Expectancy; Erwartung; Elternverhalten; Schulleistung; Kompetenz; Social attidude; Soziale Einstellung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Familieneinkommen
Abstract	The role of African American mothers' academic gender stereotype endorsement in shaping achievement-related expectations for and perceptions of their own children was examined. Mothers (N = 334) of 7th and 8th graders completed measures of expectations for their children's future educational attainment, perceptions of their children's academic competence, and academic gender stereotypes. Consistent with hypotheses, mothers held less favorable expectations for sons and perceived sons to be less academically competent than daughters. In addition, mothers reported stereotypes favoring girls over boys in academic domains; stereotype endorsement, in turn, was related to mothers' educational expectations for and beliefs about the academic competence of their own children, even with youths' actual achievement controlled. Negative stereotypes about the academic abilities of African American boys may create a negative feedback loop, thereby contributing to the maintenance of the gender gap in African Americans' educational outcomes. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10