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The study highlights how these beliefs create social and psychological pressures that can reduce students’ performance expectations, particularly in academic settings. It further examines how internalized stereotype acceptance interacts with access, opportunity, and socioeconomic factors to shape youth participation in sports, and it considers implications for educators and coaches in supporting students’ aspirations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-comparison-of-high-school-students-stereotypic-beliefs-about-intelligence-and-athleticism/603383/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-comparison-of-high-school-students-stereotypic-beliefs-about-intelligence-and-athleticism/603383.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue about common race-based stereotypes related to intelligence and athleticism?","Question",{"text":112,"@type":113},"It describes persistent beliefs that portray Blacks as athletically superior but intellectually inferior to Whites, and the reverse for Whites. It also notes implications for youth in social and psychological burden affecting performance potential.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the stereotypes affect students’ expectations and performance?",{"text":117,"@type":113},"Research discussed in the text suggests stereotypes increase anxiety and self-doubt, which can lower expectations in academic contexts for Black student-athletes. This mechanism may impede performance because of concern about confirming negative stereotypes.",{"name":119,"@type":110,"acceptedAnswer":120},"How do access, opportunity, and socioeconomic variables relate to sport participation in the findings?",{"text":121,"@type":113},"The article states that internalized acceptance of race-based beliefs, combined with limited access and socioeconomic factors, steers some Black and Hispanic youth toward more economically accessible sports and away from less accessible options. It also summarizes how students attribute participation intentions to socioeconomic inequalities and the presence of role models in media and at collegiate/professional levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603383,1793040874,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Sanuel R. Hodge is an associate professor of physical education in the School of Physical Activity and Educational Services at The Ohio State University, Columbus, Ohio. Francis M. Kozub is an associate professor in the Department of Physical Education and Sport, State University of New York at Brockport, Brockport, New York. Adrienne D. Dixson is an assistant professor in the College of Education and Human Ecology at The Ohio State University. Columbus, Ohio. James L. Moore III is an associate professor in the College of Education and Human Ecology, coordinator of the Counseling Program, and the inaugural director of the Todd Anthony Bell National Research Center on the African American Male at The Ohio State University, Columbus, Ohio. Kwesi Kambon is the director of Multicultural Education and Equity with the Columbus Public School District, Columbus, Ohio.  \nA Comparison  \nof High School Students’Stereotypic Beliefs about Intelligence and Athleticism  \nBy Samuel R. Hodge, Francis M. Kozub, Adrienne D. Dixson, James L. Moore III,& Kwesi Kambon  \nSince the nineteenth century and still today, persistent stereotypic beliefs about Blacks1 have portrayed them as athletically superior while intellectually inferior to Whites2 (Harrison, 2001; Harrison, Harrison,& Moore, 2002; Harrison & Lawrence, 2004; Miller, 1998; Wiggins, 1989) . In contrast, Whites have been portrayed as athletically inferior but intellectually superior to Blacks. These types of race-based stereotypic beliefs have present day implications for youth, such as imposing social and psychological burdens on performance and thus potentially reducing a student’s ability to perform to her or his potential (Stone, Lynch, Sjomeling, & Darley, 1999) . For instance, Stone et al.(1999) asserted that athletic performance is impeded out of concern about confirming a negative stereotype  \nwhich “increases anxiety and in part because it creates self-doubt about the ability to perform”(p. 1224) . Research supports the plausibility that for Black studentathletes’ negative stereotypic beliefs about their intelligence can lead them to lower their expectations in academic contexts (Steele & Aronson, 1995; Stone et al., 1999). It is important that teachers, coaches, and other school personnel (e.g., counselors) understand how race-sport stereotypes can impact the aspirations of youth toward or away from varied athletic pursues often at the expense of their academic success (Harrison, Azzarito, & Burden, 2004) .  \nWhat’s more revealing about this issue is that it is held that internalized acceptance ofrace-based stereotypic beliefs about intelligence and athleticism confounded by a lack of access, opportunity, and economical variables plus other factors (e.g., socio-cultural) lead some Black and Hispanic3 youth toward more economically accessible sports (e.g., baseball, basketball, football) and away from exposure to less economically accessible sports such as golf and tennis (Burden, Hodge, & Harrison, 2004; Edwards, 1998; Harrison et al., 2004; Harrison et al., 2002; Harrison & Lawrence, 2004). On this issue, Burden et al. (2004) examined Black and White students’beliefs about theirs (in-group) and each others (out-group) ethnic groups’intentions to participate in various sport activities. They reported that respondents from both groups were influenced by socio-cultural variables (e.g., absence or presence of sport role models as portrayed by the media) . Specifically, both Black and White students believed that socio-cultural variables influenced Blacks to more likely participate in basketball and football than Whites, and that Whites were more likely to participate in tennis, golf, and swimming. Burden et al. also found that respondents from both groups held beliefs that Blacks’intent to participate in varied sport activities are hindered by socioeconomic inequalities. Most respondents believed that sport activities such as basketball and football were accessible to most Blacks, w","cbCaitw2VHAF34AY","https://ap.wps.com/l/cbCaitw2VHAF34AY","pdf",159572,21,"English","# A Comparison of High School Students’ Stereotypic Beliefs about Intelligence and Athleticism\n## Introduction\n## Theoretical Framework","[{\"question\":\"What does the article argue about common race-based stereotypes related to intelligence and athleticism?\",\"answer\":\"It describes persistent beliefs that portray Blacks as athletically superior but intellectually inferior to Whites, and the reverse for Whites. It also notes implications for youth in social and psychological burden affecting performance potential.\"},{\"question\":\"How do the stereotypes affect students’ expectations and performance?\",\"answer\":\"Research discussed in the text suggests stereotypes increase anxiety and self-doubt, which can lower expectations in academic contexts for Black student-athletes. This mechanism may impede performance because of concern about confirming negative stereotypes.\"},{\"question\":\"How do access, opportunity, and socioeconomic variables relate to sport participation in the findings?\",\"answer\":\"The article states that internalized acceptance of race-based beliefs, combined with limited access and socioeconomic factors, steers some Black and Hispanic youth toward more economically accessible sports and away from less accessible options. It also summarizes how students attribute participation intentions to socioeconomic inequalities and the presence of role models in media and at collegiate/professional levels.\"}]","A Comparison of High School Students’ Stereotypic Beliefs about Intelligence and Athleticism | PDF",1792096158,53]