A comparison of high school students’ stereotypic beliefs about intelligence and

athleticism

Race-based stereotypes can impact students’ athletic and academic performance. It is a

wide-spread stereotype that Blacks are athletically superior to the White, but
intellectually inferior.
Based on these stereotypes, Black and Hispanic students lean towards more economically
accessible sports such as basketball and football, but they also stay away from less
economically accessible sports such as golf and tennis. Burden et al. (2004) found in their
research that both black and white students believed that socio-cultural variables
influenced Blacks to participate in basketball and football more likely than Whites, and
that their opportunities were hindered by socioeconomic inequalities. That lead students
to believe that Blacks wanted to participate in those sports due to the large presence of
Black players.
Hence, more research is needed so that we can find a way to counter these harmful
stereotypes. The purpose of this study was to compare the beliefs of Black, Hispanic,
White and biracial students on their own and the intellectual and athletic abilities of other
ethnic groups.
Theoretical Framework
According to the Critical Race Theory, race-based stereotyping is linked to persistent
highlighting of racial disparities. Furthermore, race is both socially and psychologically
constructed form of accessible social information that contribute to perceptional and
behavioral biases. The CRT is based on five major principles:
a) spontaneous and persistent influence of race,
b) fairness derived from divergent racial experiences,
c) asymmetrical consequences of racial politics,
d) paradoxes of racial diversity,
e) relevance of racial identity.
Method
In this research 819 students took part in a descriptive cross-sectional survey. They were
randomly sampled from six high schools within a large urban district in the Midwestern
part of the U.S. Participants ranged from 12 to 18 year-olds with the majority of Black
students (63.5%).
Instruments
Descriptive data were collected from a Modified Student Descriptive Questionnaire and
the Beliefs about Intelligence and Athleticism Scale. The students’ beliefs were assessed
on a 5-point Likert scale to indicate their level of disagreement or uncertainty to
agreement to the following stereotypic statements.
1. Ethnic minorities (African Americans / Hispanics) are naturally better athletes
compared to White / European American athletes.
2. White / European American athletes are naturally better athletes compared to
ethnic minorities.
3. Ethnic minorities (African Americans / Hispanics) dominate most sports.
4. White / European Americans dominate most sports.
5. Ethnic minorities (African Americans / Hispanics) are naturally more intelligent
compared to White / European Americans.
6. White / European Americans are naturally more intelligent compared to ethnic
minorities (African Americans / Hispanics).
According to the findings of this study, Black males believed that ethnic minorities are
naturally better athletes than Whites and that Black dominate most sports. Girls of all
groups were less likely to agree with any of the stereotypic statements. White males
mostly expressed uncertainty do disagreement with each of the statements. However,
Hispanic, White, and biracial females typically expressed disagreement or strong
disagreement on these statements. This is an interesting finding, since some might expect
that Black male students generally feel less desirable than Whites when it comes to
sports. Females of all groups possess strong democratic values, along with some White
male students.
When it comes to intelligence, Black males generally believed that they are less
intelligent than Whites. This is a warning sign for all the teachers out there, regardless of
the subject they teach. This kind of stereotype is highly detrimental to Black students’
self-image, self-worth, and overall confidence. So, teachers must do something about
this. They need to come up with a solution to overcome this, to improve Black students’
self-image, so that Black student wouldn’t feel this way and so that they can perform
better at school in general. It is also interesting that Hispanic students didn’t feel this
way, which means that they felt they were equal to White students.
As a result, Black students, especially males tend to pursue athletic achievement, but
neglect academic achievements. Harrison et al. (1999) found that Black adolescents
preferred participation in basketball, football and track and that these sports are a means
of racial identity to them and a vehicle for social and economic progress.
College students continue the trend to harbor stereotypes about Blacks, particularly male
Blacks. And not only, students, but some teachers as well may have stereotypic beliefs
about Black and Hispanic students having inferior intellect and more likely tocause
disciplinary problems. Novice teachers, due to lack of experience, may be little aware of
racism and discrimination and their effect on schooling. Therefore, teacher education
programs must take these findings into account when educating new teachers. Teacher
should be taught how to recognize existence of stereotypes among class and how to deal
with it and eliminate it. Furthermore, they should be trained how to work with minorities
as well and help them surpass these issues and improve their self-worth and confidence.
Teachers could perhaps work along with psychologists to try to eliminate stereotypes and
help Black and Hispanic students achieve higher academic skills.
Even though Black athletes dominate basketball, football and track, Harrison and
Lawrence (2004) pointed out that 90% of all sports “have less than 1% of African
American athletes.” However, the myth that Blacks dominate most sports continues, due
to the Blacks’ overrepresentation in the sports mentioned. Blacks represent about 76% of
the players in the NBA.
Hispanic students, on the other hand, aspire more to careers in baseball and see that as an
opportunity to move from poverty. Today, they make up about 30% of MLB players.
The success of Black and Hispanic athletes is often magnified, because it is viewed that
these athletes represent their race. this misconception makes the racial issue even further
embedded in our minds. As a result, we can rarely see a Black athlete participate in e.g.
skiing, swimming, or tennis.
According to Steel (1992, 1997) people from a stereotyped group may become
apprehensive that their performance will confirm the negative stereotype, and that is why
they choose to stay away from such opportunities. On the other hand, Moore et al.
asserted that sometimes negative stereotypes motivate students to “prove” the negative
stereotypes wrong. When working with these students, teachers should try to motivate
and challenge students to do this – prove stereotypes wrong.
Even though there are limitations of this study (group samples were disproportionate in
size, groups were not distributed evenly between male and female students, and alike),
the implications of this study are significant- stereotypes are deeply rooted in the
American society and something must be done urgently to change this. These stereotypes
have negative influence on impressionable students and are detrimental to ethnic
minorities academic performance at school.
That is why teacher preparation institutions need to educate teachers how to create
culturally relevant sport and academic learning environment that reduces the negative
impact of psychologically harmful stereotypes. That will help minority students to value
academic achievement. According to Foster (1995), teacher preparation programs must
create culturally aware teachers who are able to:
1) express caring behaviours through their personalized interactions and close
relationships with their students,
2) communicate high expectations for effort and achievement of students,
3) link classroom content to student experiences,
4) focus on development of the whole child, not merely his or her cognitive
maturation,
5) organize learning as a social event, rather than as competitive or individual
experience,
6) incorporate aspects of students’ home and cultural communication patterns in
their teaching.
In order that stereotypes be extinguished, all teacher preparation programs must deal
with issues such as diversity and multiculturalism within teacher education
curriculum and must imply inclusion of all students into the schooling practice. Just
like students with disabilities need to be equally included in the physical education
classes, as well as in the textbooks for preparation of physical education teachers. It
might be a good idea to write about the problems of students who are members of
ethnic minorities in the textbooks as well, about their beliefs that they are less
intelligent and to point out that these stereotypes have negative influence on their
academic performance in school. A few possible solutions may be given as well, to
help future teachers become better at their job and help minorities students achieve
their full potential.

Poređenje stereotipnih uverenja srednjoškolaca o inteligenciji i atletskim

sposobnostima

Rasni stereotipi mogu uticati na sportska i akademska postignuća učenika. Široko je

rasprostranjen stereotip da su crnci fizički superiorniji od belaca, ali intelektualno
inferiorniji.
Na osnovu ovih stereotipa, crni i hispanoamerikanski učenici se radije odlučuju za
ekonomski pristupačnije sportove, poput košarke i fudbala, ali izbegavaju manje
ekonomski pristupačne sportove kao što su golf i tenis. Burden i sar. (2004) su u svom
istraživanju otkrili da su i crni i beli studenti verovali da su socio-kulturne promenljive
uticale na to da crnci učestvuju u košarci i fudbalu više nego što su uticale na belce, i da
su socioekonomske nejednakosti škodile njihovim mogućnostima. To navodi učenike da
veruju da su crnci želeli da učestvuju u tim sportovima zbog velikog prisustva igrača
crnaca u tim sportovima.
Stoga je potrebno više istraživanja kako bismo pronašli način da se suprotstavimo tim
štetnim stereotipima. Svrha ove studije bila je da se uporede lična uverenja učenika
crnaca, Hispanoamerikanaca, belaca i učenika mešovitih rasa, kao i intelektualne i fizičke
sposobnosti drugih etničkih grupa.
Teorijski okvir
Prema teoriji kritične rase, stereotipi zasnovani na rasi povezani su sa upornim isticanjem
rasnih razlika. Štaviše, rasa je i socijalno i psihološki konstruisan oblik društvenih
informacija koje doprinose da budemo pristrasni u našim uverenjima o poimanju i
ponašanju rasa. Teorija kritične rase se zasniva na pet glavnih principa:
a) spontani i uporni uticaj rase,
b) pravičnost proistekla iz različitih rasnih iskustava,
c) asimetrične posledice rasne politike,
d) paradoksi rasne raznolikosti,
e) relevantnost rasnog identiteta.
Metod
U ovom istraživanju 819 učenika je učestvovalo u opisnoj anketi poprečnog preseka.
Slučajno su uzorkovani iz šest srednjih škola u velikom urbanom okrugu na teritoriji
Srednjeg zapada u Americi. Učesnici su imali od 12 do 18 godina, a većinu učenika činili
su crnci (63,5%).
Instrumenti
Opisni podaci prikupljeni su pomoću Modifikovanog opisnog upitnika za učenike i skale
o uverenjima o inteligenciji i fizičkoj spretnosti. Uverenja učenika procenjena su na
Likertovoj skali od 5 tačaka kako bi se ukazalo na nivo njihovog neslaganja ili
nesigurnosti u slaganju sa sledećim stereotipnim izjavama.
1. Etničke manjine (Afroamerikanci / Latinoamerikanci) su prirodno bolji sportisti u
poređenju sa sportistima belcima.
2. Beli sportisti su prirodno bolji sportisti u poređenju sa etničkim manjinama.
3. Etničke manjine (Afroamerikanci / Latinoamerikanci) dominiraju u većini sportova.
4. Belci dominiraju u većini sportova.
5. Etničke manjine (Afroamerikanci / Hispanoamerikanci) su prirodno inteligentnije u
poređenju sa belcima.
6. Belci su prirodno inteligentniji u poređenju sa etničkim manjinama (Afroamerikanci /
Latinoamerikanci).
Prema nalazima ove studije, dečaci crnci su verovali da su pripadnici etničkih manjina
prirodno bolji sportisti od belaca i da crnci dominiraju u većini sportova. Devojčice svih
grupa ređe su se slagale sa bilo kojom stereotipnom izjavom. Beli dečaci uglavnom su
izražavali nesigurnost u slaganju se sa svakom od izjava. Međutim, Latinoamerikanke,
belkinje i devojčice mešanih rasa obično su izražavale neslaganje ili snažno neslaganje sa
ovim izjavama. Ovo je zanimljivo otkriće, jer se moglo očekivati da se učenici koji su
crnci uglavnom osećaju manje poželjno od belaca kada je sport u pitanju. Devojčice svih
grupa poseduju jake demokratske vrednosti, kao i neki dečaci belci.
Kada je o inteligenciji reč, učenici koji su crnci su generalno verovali da su manje
inteligentni od belaca. Ovo je znak upozorenja za sve nastavnike, bez obzira na to koji
predmet predaju. Ova vrsta stereotipa veoma šteti slici koju ti učenici crnci imaju o sebi,
samopoštovanju i ukupnom samopouzdanju. Dakle, nastavnici moraju nešto preduzeti u
vezi sa ovim. Moraju da smisle rešenje da to prevaziđu, da poboljšaju sliku koju učenici
crnci imaju o sebi, kako se oni ne bi osećali tako i kako bi mogli uopšteno da budu
uspešniji u školi. Takođe je zanimljivo da se Hispano studenti nisu tako osećali, što znači
da su smatrali da su ravnopravni sa belcima.
Iz ovoga proizilazi da crnci, naročito dečaci, teže sportskim dostignućima, ali zanemaruju
akademska dostignuća. Harison i sar. (1999) otkrili su da su crnci adolescenti više voleli
da se bave u košarkom, fudbalom ili trkačkim sportovima i da su ovi sportovi za njih
sredstvo rasnog identiteta i sredstvo za društveni i ekonomski napredak.
Studenti na fakultetu nastavljaju trend negovanja stereotipa o crncima, posebno crncima
dečacima. I ne samo učenici, već i neki nastavnici mogu imati stereotipna uverenja da su
učenici crnci i Hispanoamerikanci manje inteligentni i da oni verovatnije izazivaju
disciplinske probleme u odnosu na belce. Zbog nedostatka iskustva, nastavnici početnici
mogu biti nedovoljno svesni rasizma i diskriminacije i njihovog uticaja na školovanje.
Stoga programi obrazovanja nastavnika moraju uzeti u obzir ove rezultate istraživanja
prilikom obrazovanja novih nastavnika. Nastavnike treba obučiti kako da prepoznaju
postojanje stereotipa u odeljenju i kako da se nose sa tim i da ih eliminišu. Štaviše,
trebalo bi da budu obučeni kako da rade i sa manjinama i da im pomognu da prevaziđu
ova pitanja i poboljšaju samopoštovanje i samopouzdanje tih učenika. Nastavnici bi
možda mogli da zajedno sa psiholozima pokušaju da eliminišu stereotipe i pomognu
učenicima crncima i Hispanoamerikancima da steknu više akademske veštine.
Iako crni sportisti dominiraju u košarci, fudbalu i trkačkim sportovima, Harison i Lorens
(2004) su istakli da 90% svih sportova „ima manje od 1% afroameričkih sportista“.
Međutim, mit o tome da crnci dominiraju u većini sportova se nastavlja, zbog prevelike
zastupljenosti crnaca u već pomenutim sportovima. Crnci predstavljaju oko 76% igrača u
NBA ligi.
S druge strane, Hispano studenti više teže karijeri u bejzbolu i to vide kao priliku za
izlazak iz siromaštva. Danas oni čine oko 30% MLB igrača.
Uspeh crnih i hispano sportista često je preuveličan, jer se smatra da ovi sportisti
predstavljaju čitavu svoju rasu. Ova zabluda čini da se problem rase još više usađuje u
naš um. Kao rezultat toga, retko možemo videti crne sportiste koji učestvuju u, na primer,
skijanju, plivanju ili tenisu.
Prema Stilu (1992, 1997) osobe iz stereotipne grupe mogu postati zabrinuti da će njihov
učinak potvrditi negativni stereotip, i zato odlučuju da se klone takvih prilika. S druge
strane, Mur i sar. su tvrdili da ponekad negativni stereotipi motivišu učenike da „dokažu“
da su negativni stereotipi pogrešni. Kada rade sa ovim učenicima, nastavnici treba da
pokušaju da ih motivišu i izazovu da urade baš to – da dokažu da su stereotipi pogrešni.
Iako postoje ograničenja ove studije (uzorci grupa bili su neproporcionalno veliki, grupe
nisu imale isti broj učenika i učenica, i slično), implikacije ove studije su značajne -
stereotipi su duboko ukorenjeni u američkom društvu i nešto mora da se uradi pod hitno
da se ovo promeni. Ovi stereotipi negativno utiču na učenike koji su povodljivi i nanose
štetu akademskim postignućima etničkih manjina u školi.
Zbog toga institucije za pripremu nastavnika treba da obuče nastavnike kako da stvore
kulturno relevantno sportsko i akademsko okruženje za učenje koje smanjuje negativni
uticaj stereotipa koji su psihološki štetni. To će pomoći učenicima koji su pripadnici
manjina da cene i vrednuju akademska postignuća. Prema Fosteru (1995) programi
pripreme nastavnika moraju stvoriti kulturno svesne nastavnike koji su sposobni da:
1) izraze brižno ponašanje kroz svoje personalizovane interakcije i bliske odnose sa
svojim učenicima,
2) izraze velika očekivanja za trud i postignuća učenika,
3) povežu sadržaj u učionici sa učeničkim iskustvima,
4) se usredsrede na razvoj celog deteta, a ne samo na njegovo kognitivno sazrevanje,
5) organizuju učenje kao društveni događaj, a ne kao takmičarsko ili individualno
iskustvo,
6) u nastavni proces uključe domaće i kulturološke obrasce komunikacije učenika.
Da bi se stereotipi prekinuli, svi programi pripreme nastavnika moraju se pozabaviti
pitanjima kao što su raznolikost i multikulturalizam u nastavnom planu i programu za
obrazovanje nastavnika i moraju podrazumevati uključivanje svih učenika u školsku
praksu. Baš kao što učenici sa posebnim potrebama treba da budu podjednako uključeni
na časovima fizičkog vaspitanja kao i u udžbenicima koji se koriste u obrazovanju
nastavnika fizičkog vaspitanja. Možda je dobra ideja da se u tim knjigama piše i o
problemima koji imaju učenici koji su pripadnici etničkih manjina, o njihovim
uverenjima da su manje inteligentni i da se naglasi da ovi stereotipi negativno utiču na na
njihova akademska postignuća u školi. Mogla bi da se ponude i neka moguća rešenja,
kako bi se pomoglo budućim nastavnicima da postanu bolji u svom poslu i da se
pomogne učenicima koji su pripadnici manjina da ostvare svoj puni potencijal.