I-LABS researchers published a first study to examine implicit self-esteem in both minority and majority elementary school children, the current findings advance our understanding of how implicit self-esteem and explicit academic self-concepts interact during development and are tied to real-world outcomes, such as achievement in school. Children internalize cultural expectations and academic stereotypes about their "in group" at young ages, and the current results suggest the value of improving the school experiences of all students and of minority students more specifically. Read more here
