In this study, the developmental progression from eighth to eleventh grade of academic race stereotype endorsement and its relation to academic self-concept was examined in African American youth. Based on expectancy-value theory, I hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions of competence. I expected that racial centrality and race stereotype attributions would moderate the relation between stereotype endorsement and academic self-concept, and that parental racial socialization would be related to stereotype endorsement. Mean ratings of Black students' academic competence decreased from eighth grade to eleventh grade. In 8^th grade, 11^th grade, and over time, endorsement of traditional stereotypes was negatively related to the academic self-concept of students with high racial centrality. This relation was nonsignificant among students for whom race was not a central aspect of their self-definition. Implications of the study findings and directions for future research are discussed.