The role of racial stereotypes in youth’s academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents’ stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11–16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents’ endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents’ race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth.

种族成见在青少年学业成就中的作用在青春期变得突出。然而，很少有研究调查美国黑人和白人青少年的刻板印象认可与他们的认知参与、心态信念和数学表现之间的关联是否因刻板印象效价（即积极与消极）和青年性别而异。为了解决这些差距，这项为期 3 年的纵向研究 ( n = 2546; 年龄范围 = 11-16；50% 男性，60% 白人，40% 黑人；57% 有资格获得免费午餐）调查（a）美国黑人和白人青少年对正面和负面种族刻板印象的认可是否与他们的认知参与、能力心态和数学表现存在差异，以及（b）性别是否调节了这些关系。结果显示，支持消极或积极的种族刻板印象（与那些持有公正信念的人相反）与一年后的数学认知参与度降低和固定心态更强有关，而支持消极的种族刻板印象则与数学分数降低有关。此外，青少年种族和性别的交集缓和了一些观察到的影响。负面刻板印象认可和数学认知参与之间的反向联系对黑人女孩很重要，但对黑人男孩则不然。黑人女孩的负面刻板印象认可和固定数学能力心态之间的积极联系比黑人男孩强，而白人男孩的联系比白人女孩强。这些发现揭示了黑人和白人青年中种族刻板印象效价与数学结果之间联系的方向和强度。