Moderating role of students’ academic self-concept on gender, ethnic stereotypes and academic performance of senior high school students in Tema

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.