This research and preparation of this manuscript was supported in part by a MacArthur Foundation grant to Diane N. Ruble and Andrew J. Fuligni, a National Institute of Child Health and Human Development Research Grant (1 R01 HD04994) to Diane N. Ruble, and a National Science Foundation IRADS grant (0721383). We are extremely grateful to the principals, teachers, and children who participated in this project. The principals and teachers welcomed us into their schools and offered their valuable time to help us. The children provided their honest opinions and feelings that made this project possible.
Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood
Article first published online: 29 AUG 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Volume 82, Issue 5, pages 1470–1485, September/October 2011
How to Cite
Gillen-O’Neel, C., Ruble, D. N. and Fuligni, A. J. (2011), Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood. Child Development, 82: 1470–1485. doi: 10.1111/j.1467-8624.2011.01621.x
- Issue published online: 7 SEP 2011
- Article first published online: 29 AUG 2011
Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6–11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children.