Chapter 11: The Development and Consequences of Stereotype Vulnerability in Adolescents

Adolescence is often described as time of storm and stress. It is described this way by parents, teachers, the popular media, and by adolescents themselves. These accounts arise, in part, from the salience, intensity, and rapidity of the cognitive, social, and physical changes associated with this period in life. It is during adolescence, after all, when one is most likely to experience acne, depression, eating disorders, and thoughts of suicide (Birmaher, Ryan, Williamson, Brent, & Kaufman, 1996; Condit, 1990; Larson & Ham, 1993; Rutter & Garmezy, 1983). Research suggests the turmoil associated with adolescence is, to some degree, exaggerated (e.g., Holmbeck & Hill, 1988; Males, 1996). Yet it is quite clear that adolescents face many difficult challenges, arising not only from maturational changes but also from transitions to new and more difficult environments. Many such challenges have consequences for academic achievement. In this chapter we discuss what research findings suggest is a significant factor for minority adolescents and girls in many situations—contending with stereotypes that allege some sort of intellectual or academic inferiority.