Objectives: 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. Methods: 654 Black and White adolescents (Mage = 16.3; SD = 0.67) completed surveys rating girls' and boys' competence in each academic domain in Grade 10 and in Grade 12. Results: Across Grade 10 and Grade 12, Black and White adolescents of both genders showed strong endorsement of stereotypes favoring girls in verbal domains. Traditional stereotypes favoring boys in math were endorsed by White adolescents but not Black adolescents and increased across time. Black youth (with scores averaged across grades) and 10th graders (with scores averaged across race) reported that girls were more competent than boys in science. In contrast, girls and boys were viewed as equally competent in science by White adolescents (with scores averaged across time) and by 12th graders (with scores averaged across race). Conclusions: These findings show that Black and White youth differ in their endorsement of stereotypes about gender differences in Science, Technology, Engineering, and Mathematics (STEM) abilities. The results extend prior research with children and early adolescents showing that traditional STEM gender stereotypes become more pronounced in later adolescence and that verbal gender stereotypes are robust. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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黑人和白人青少年在青春期中期和后期的学术性别刻板印象中的种族差异。

目标：我们研究了青少年对男孩和女孩的英语、数学和科学能力信念的种族差异，检验黑人青少年在所有领域对女孩能力的评价高于男孩的假设。相比之下，我们预计白人青少年会报告传统的刻板印象在数学和科学方面偏爱男孩，而在英语方面偏爱女孩，而这种发展变化将反映出对黑人和白人青少年的传统刻板印象越来越多的认可。方法：654 名黑人和白人青少年（法师 = 16.3；SD = 0.67）完成了对 10 年级和 12 年级女孩和男孩在每个学术领域的能力进行评级的调查。 结果：跨越 10 年级和 12 年级，两性的黑人和白人青少年都强烈支持在语言领域偏袒女孩的刻板印象。在数学上偏爱男孩的传统刻板印象得到了白人青少年而非黑人青少年的认可，并且随着时间的推移而增加。黑人青年（跨年级平均得分）和 10 年级学生（跨种族平均得分）报告说，女孩在科学方面比男孩更有能力。相比之下，白人青少年（跨时间平均分数）和 12 年级学生（跨种族平均分数）认为女孩和男孩在科学方面具有同等能力。结论：这些发现表明，黑人和白人青年对科学、技术、工程和数学 (STEM) 能力方面性别差异的刻板印象存在差异。结果扩展了先前对儿童和早期青少年的研究，表明传统的 STEM 性别刻板印象在青春期后期变得更加明显，并且口头性别刻板印象是强大的。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。