“Bright, busy, but Doesn’t go extra mile”: how school racial context moderates personality penalties on Asians’ high school GPA

Le résumé fourni par la source

Teachers believe that Asian students are less socially engaged in school compared with white students in the United States. How does this stereotype affect the educational achievements of Asians and whites? This study examines both the levels of conscientiousness and agreeableness and the effects of them on students’ GPAs in high school. Using data from Add Health (N = 11,407), I show that Asian students receive smaller GPA premiums from conscientiousness and agreeableness compared to whites. However, when there are higher numbers of Asians in a school, the gap in the GPA returns to personality traits becomes smaller between Asians and whites. These findings suggest that it is the reward structure for personality traits rather than the level of them that disproportionately penalizes Asians, highlighting a new perspective for research on racial stereotypes, non-cognitive skills, and educational inequalities.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.