"You Would Not Believe What I Have to Go through to Prove My Intellectual Value!" Stereotype Management among Academically Successful Black Mathematics and Engineering Students

Autor/inn/en	McGee, Ebony O.; Martin, Danny B.
Titel	"You Would Not Believe What I Have to Go through to Prove My Intellectual Value!" Stereotype Management among Academically Successful Black Mathematics and Engineering Students
Quelle	In: American Educational Research Journal, 48 (2011) 6, S.1347-1389 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211423972
Schlagwörter	Stereotypes; High Achievement; Racial Identification; Engineering; Engineering Education; Science Education; Resilience (Psychology); Self Concept; Gender Differences; Interviews; African American Students; Student Attitudes; Achievement Need; College Students; Majors (Students); Graduate Students; Undergraduate Students; Mathematics Achievement + Suchen Sie Ihr Suchwort? Klischee; Maschinenbau; Ingenieurausbildung; Naturwissenschaftliche Bildung; Selbstkonzept; Geschlechterkonflikt; Interviewing; Interviewtechnik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Collegestudent; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Stereotype management is introduced to explain high achievement and resilience among 23 Black mathematics and engineering college students. Characterized as a tactical response to ubiquitous forms of racism and racialized experiences across school and non-school contexts, stereotype management emerged along overlapping paths of racial, gender, and mathematics identity development. Interviews revealed that although stereotype management facilitated success in these domains, the students maintained an intense and perpetual state of awareness that their racial identities and Blackness are undervalued and constantly under assault within mathematics and engineering contexts. With age development and maturity, the students progressed from being preoccupied with attempts to prove stereotypes wrong to adopting more self-defined reasons to achieve. The results suggest that stereotype threat is not deterministic. (Contains 3 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10