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Stephanie Rowley's research looks at the development of African-American children and examines how issues of racial identity, perceptions of stereotypes, parental racial socialization, and racial coping influence the development of academic self-concept in African-American students. Two current projects explore these issues. Families and Schools Project: A longitudinal investigation of mothers who were interviewed just before their child began 1st grade and who will give periodic updates on their involvement in their child's education. Preliminary data shows that mothers who remember more incidents of discrimination in their school experiences are less involved at school and trust school personnel less than those who remember less discrimination. By understading how parents' views about education are shaped, policy makers and practitioners can better address weaknesses in the home-school partnership. Youth Identity Project: This project is an examination of African American youth's transition from elementary to middle school. The study examines both normative development of parent racial socialization, racial identity, academic self-views, and achievement during this transition, but also investigates the extent to which these changes differ when the student moves to a predominantly Black versus a racially mixed middle school setting. Other key questions involve sex differences in these processes and identification of factors that buffer youth during this vulnerable period. Children's Beliefs about Stereotypes: This collaborative project with the University of North Carolina focuses on how race, gender, and transition to middle school influences students' stereotypes about their own group as well as the out-group. African-American and European-American children in the 4th, 6th, and 8th grades report their beliefs about stereotypes, racial identiy, and academic self-concept.
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