Abstract:
The study examined the moderating role of students‘ self-concept on gender,
ethnic stereotypes and academic performance in Tema. The study was guided
by five (5) research questions. The study adopted descriptive survey research
design. Through multistage sampling, the research sample was drawn from
three (3) public Senior High Schools out of seven (7) in the Tema Metropolis.
A total of 354 Senior High School students made up the sample of the study.
Data was collected through a 21-item self-concept questionnaire adapted from
Cambra and Silvestre (2003), a 30-item ethnic and gender stereotypes
questionnaire and an adapted standardized mathematics and English language
test items. In analysing the data, mean and standard deviation, frequency
counts and percentages, Pearson correlation and hierarchical multiple
regression were used to analyse data collected from the field. The findings of
the study revealed that, participants of this study were aware of the complexity
of ethnic and gender differences in stereotypes and academic performance. A
statistically significant negative relationship between stereotype and academic
performance of students was established. The study also revealed that, selfconcept
played a minimal role in moderating the influence of gender and
ethnic stereotypes on the academic performance of students. Considering the
implicit message conveyed by negative stereotypes on students‘ academic
performance, it was recommended that, teachers as well as parents should
encourage positive mind-set among students to accept diversity in gender and
ethnicity.
