Directionality explored: Black Adolescents' awareness of systemic racism and race-based experiences.

Increases in conversations about race and racial discrimination experiences during adolescence make this a critical developmental period to investigate adolescents' awareness of racism. We examined bidirectional associations between race-based experiences and awareness of systemic racism-operationalized as understanding systemic causes of racial disparities in education. Adolescents who self-identified as African American/Black were surveyed in Grade 6 (n = 317; M = 11.

The Effect of Mindfulness Programs on Collegiate Test Anxiety.

Objectives: Affecting approximately one-fifth of college students, test anxiety is a source of academic failure that leads to worse exam performance and academic retention. The present study assessed the efficacy of online mindfulness-based interventions at reducing collegiate test anxiety.

Methods: Undergraduate college students ( = 71) were randomly assigned to a six-week mindfulness condition ( = 24), a three-week mindfulness condition ( = 21), or a six-week sham mindfulness active control condition ( = 26).

Ethnic Identity in Arab Americans: Gender, Religious Upbringing, and Age Differences.

Arab Americans constitute a diverse, sizeable ethnic minority in the United States. However, limited research has examined the content of Arab American ethnic identity and whether this ethnic identity differs by demographic factors. In the present study, we developed measures of Arab American ethnic identity and cultural practice, and assessed differences in those variables by gender, religious affiliation (Muslim, Christian), and age.

Race differences in Black and white adolescents' academic gender stereotypes across middle and late adolescence.

We examined race differences in adolescents' beliefs about boys' and girls' English, math, and science abilities, testing the hypothesis that Black adolescents would rate girls' abilities more favorably than boys' across all domains. In contrast, we expected that White adolescents would report traditional stereotypes favoring boys in math and science and favoring girls in English, and that developmental change would reflect increasing endorsement of traditional stereotypes for both Black and White adolescents. 654 Black and White adolescents ( = 16.

Longitudinal relations between skin tone and self-esteem in African American girls.

We examined developmental changes in self-esteem from late childhood to late adolescence in African American girls ( = 124), comparing skin tone groups. Girls completed a measure of self-esteem when they were in Grades 5, 7, 10, and 12, and in Grade 12 their skin tone was rated on a 3-point scale (1 = 2 = 3 = Girls with lighter skin reported higher self-esteem than dark and medium-toned girls in Grades 5 and 7, and their self-esteem remained high across the seven years of the study. The self-esteem of dark- and medium-skinned girls increased in high school such that at Grade 12, medium-skinned girls had higher self-esteem than dark-skinned girls, who did not differ from light-skinned girls.

Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs.

In a cross-sectional study of youth ages 8-15, we examined implicit and explicit gender stereotypes regarding math and language abilities. We investigated how implicit and explicit stereotypes differ across age and gender groups and whether they are consistent with cultural stereotypes. Participants (N = 270) completed the Affect Misattribution Procedure (AMP) and a survey of explicit beliefs.

The development of academic and nonacademic race stereotypes in African American adolescents.

The purpose of this longitudinal study was to examine developmental change and gender differences in the Black-White race stereotype endorsement of African American adolescents. In Grades 7, 10, and 12, African American students ( = 563; 313 girls) reported their perceptions of the competence of Blacks and Whites in academic, music, and sports domains. Multilevel growth modeling (MLM) was used to assess change from Grade 7 to Grade 12.

Ethnic-racial identity, gender identity, and well-being in Cherokee early adolescents.

Objectives: We examined ethnic-racial and gender identities and their relations to self-esteem and well-being among Cherokee early adolescents. We also explored gender differences in the significance to boys and girls of ethnic-racial and gender identities.

Method: The sample consisted of 212 Cherokee 6th, 7th, and 8th grade girls and boys ( = 12.

Black Adolescents' Critical Reflection Development: Parents' Racial Socialization and Attributions About Race Achievement Gaps.

This research explored the development of Black adolescents' (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.

Development of Gender Typicality and Felt Pressure in European French and North African French Adolescents.

Trajectories of gender identity were examined from Grade 6 (M  = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls.

Bidirectional influence between African American mothers' and children's racial centrality from elementary through high school.

For many African Americans, racial identity is an important aspect of their individual identity. We explored developmental change and stability of individual differences in the racial centrality of African American youths and their mothers as well as the relation between maternal and child racial centrality across time. African American youths (N = 380) and mothers completed surveys when youths were in grades 5, 7, 10, and 12.

Framing black boys: parent, teacher, and student narratives of the academic lives of black boys.

The discourse on Black boys tends to suggest that Black boys are in complete peril. We begin with evidence that Black boys are excelling in certain contexts (i.e.

Self Views of African American Youth are Related to the Gender Stereotypes and Academic Attributions of Their Mothers.

We examined relations among African American mothers' ( = 392) stereotypes about gender differences in mathematics, science, and reading performance, parents' attributions about their children's academic successes and failures, and their seventh and eighth grade children's academic self-views (domain-specific ability attributions and self-concept). Parents' stereotypes about gender differences in abilities were related to their ability attributions for their children's successes and failures within academic domains. Mothers' attributions, in turn, were related to children's attributions, particularly among girls.

Age and Race Differences in Racial Stereotype Awareness and Endorsement.

Age and race differences in race stereotype awareness and endorsement were examined in 382 Black and White fourth, sixth, and eighth graders. Youth reported their own beliefs and their perceptions of adults' beliefs about racial differences in ability in two domains: academics and sports. Children's own endorsement of race stereotypes was highly correlated with their perceptions of adults' race stereotypes.

A longitudinal examination of African American adolescents' attributions about achievement outcomes.

Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement.

Gender and racial favouritism in black and white preschool girls.

The authors examined gender and racial preferential behaviour in 108 3- and 5-year-old Black and White girls. Children set up a birthday party for dolls that differed in gender and racial physical characteristics. Whereas White girls showed favouritism towards the doll most closely resembling themselves in both gender and race, Black girls showed most favouritism towards the White girl doll.

Gender differences in motivational pathways to college for middle class African American youths.

Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e.

Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.

Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth.

The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality.

Emotional availability and psychosocial correlates among mothers in substance-abuse treatment and their young infants.

Emotional availability (EA) was investigated among low-income mothers enrolled in substance-abuse treatment and their young infants (n = 21) compared with a demographically matched group of mother-infant pairs who, by self-report, were not at risk for substance abuse (n = 27). The mother-infant dyads in the treatment group generally demonstrated poorer EA functioning than those in the comparison group, but few differences between the groups on individual dimensions of EA were significant. This finding was notable considering that mothers in treatment reported significantly higher levels of depressive symptoms and psychological stress.

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

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.

Perceived Racial Discrimination and Self-Esteem in African American Youth: Racial Socialization as a Protective Factor.

Racial socialization was examined as a protective factor that might buffer African American youth from the negative effects of perceived racial discrimination. Two types of racial socialization were examined: messages about race pride and preparation for bias. One hundred twenty-eight eighth-grade African American students participated in the study.

Children's theories of intelligence: beliefs, goals, and motivation in the elementary years.

The authors tested a developmental model of children's theories about intelligence in kindergarten, second grade, and fourth grade children by using paper-and-pencil maze tasks. Older children were more likely than younger children to espouse learning goals (e.g.