Young, Black, Mathematically Gifted, and Stereotyped

Young, Black, Mathematically Gifted, and Stereotyped Abstract: In this paper, I describe the academic dilemma experienced by Tamara (pseudonym), a mathematically high-achieving high school sophomore. Raised in an economically strapped neighborhood, Tamara had the opportunity to attend a prestigious private high school, tuition free. Confronted by being viewed as an affirmative action student Tamara uses this negative stereotype as an extra source of motivation to achieve high marks on the admissions test. A new framework explains Tamara’s reaction to this situation that I call stereotype management (McGee & Martin, 2011b). Stereotype management describes the range of strategies and various forms of individual agency that high-achieving Black students employ to reduce the academic impact of demeaning stereotypes while maintaining high standards of achievement. For Tamara, however, her high test score and ability to achieve in the face of being stereotyped was bittersweet, as she examined the potency and permanence of being perceived as less than. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Young, Black, Mathematically Gifted, and Stereotyped

The High School Journal, Volume 96 (3) – Mar 23, 2013

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Abstract: In this paper, I describe the academic dilemma experienced by Tamara (pseudonym), a mathematically high-achieving high school sophomore. Raised in an economically strapped neighborhood, Tamara had the opportunity to attend a prestigious private high school, tuition free. Confronted by being viewed as an affirmative action student Tamara uses this negative stereotype as an extra source of motivation to achieve high marks on the admissions test. A new framework explains Tamara’s reaction to this situation that I call stereotype management (McGee & Martin, 2011b). Stereotype management describes the range of strategies and various forms of individual agency that high-achieving Black students employ to reduce the academic impact of demeaning stereotypes while maintaining high standards of achievement. For Tamara, however, her high test score and ability to achieve in the face of being stereotyped was bittersweet, as she examined the potency and permanence of being perceived as less than.

Journal

The High School JournalUniversity of North Carolina Press

Published: Mar 23, 2013

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