Author's Keywords: race, stereotypes, education, achievement, identity	Convention All Academic Convention can solve the abstract management needs for any association's annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p183376_index.html Direct Link: HTML Code:

Harpalani, Vinay. "Racial Stereotypes and Achievement-linked Identity Formation during Adolescence: Counterstereotypic Identity Among High-Achieving Black Students" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 <Not Available>. 2008-12-11 <http://www.allacademic.com/meta/p183376_index.html>

Harpalani, V. , 2007-08-11 "Racial Stereotypes and Achievement-linked Identity Formation during Adolescence: Counterstereotypic Identity Among High-Achieving Black Students" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <PDF>. 2008-12-11 from http://www.allacademic.com/meta/p183376_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: This paper examined how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed was: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Spencer's (1995) Phenomenological Variant of Ecological Systems Theory (PVEST), which highlights the linkages between coping strategies and identity, was the major theoretical framework employed. Results indicate that high-achieving Black youth, compared to high achievers of other ethnicities, view intelligence as a more flexible (as opposed to fixed) entity and place greater salience on intellectual abilities. Implications of these data, which are interpreted as "counterstereotypic identity," are also discussed.

Are Black Students Punished for "Acting White"?: Race, Academic Achievement, and Friendship Choices

Making Sense of Race, Identity and Achievement Among Black, Middle Class Students at Two Predominantly White, Elite Colleges

Jocks and Athletes: College Students' Reflections on Identity, Gender, and High School Sports

The Multiple Identities of High Achieving Black Students: Initial findings from a Black Suburb in the U.S. South