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Mathematics self-efficacy: stereotype threat versus resilience

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Abstract

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.

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Abbreviations

MSLQ:

Motivated Strategies for Learning Questionnaire

MCA:

My Class Activities Survey

MANOVA:

Multivariate Analysis of Variance

ANOVA:

Analysis of Variance

SES:

Socioeconomic Status

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Authors and Affiliations

  1. The University of South Dakota, Vermillion, USA

    Amy Schweinle

  2. University of Nebraska at Kearney, Kearney, USA

    Grace A. Mims

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  1. Amy Schweinle
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  2. Grace A. Mims
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Correspondence to Amy Schweinle.

Additional information

Portions of this research were presented at the American Educational Research Association annual meeting in New York, NY, April, 2008.

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Schweinle, A., Mims, G.A. Mathematics self-efficacy: stereotype threat versus resilience. Soc Psychol Educ 12, 501–514 (2009). https://doi.org/10.1007/s11218-009-9094-2

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