Longitudinal associations between math self-concept and math Black–White stereotypes among Black adolescents

Abstract

In the United States, Black youth are negatively stereotyped in math ability and are comparatively behind their White and Asian peers on many indicators of math success. Because perceptions of social groups are linked to self-perceptions, Black youths' endorsement of Black-White math stereotypes might be bidirectionally related to their perceptions of their own math abilities. Drawing from a sample of 563 Black youth (250 boys; 313 girls), we used latent growth curve modeling to examine longitudinal change in youths' math self-concept from Grade 5 to Grades 7, 10, and 12, and tested the potential moderating role of youths' gender in developmental change. To advance understanding of developmental connections between students' self-concept and their racialized social group beliefs, we also examined associations between youths' math self-concept and their math Black-White stereotype endorsement. Results showed declines in math self-concept from Grades 5 to 7 to 12, with no gender differences in change across time. In Grade 7, higher math self-concept was associated with lower math stereotype endorsement. Further, a higher math self-concept in Grade 7 predicted steeper declines in stereotype endorsement through high school, and higher Grade 7 stereotype endorsement predicted steeper declines in subsequent math self-concept. Results are discussed in relation to support for improving math self-concept and reducing harmful math stereotype beliefs among Black youth.