Stereotype threat-effects for Turkish-origin migrants in Germany. Taking stock of cumulative research evidence.

Autor/inn/en	Froehlich, Laura; Mok, Sog Yee; Martiny, Sarah E.; Deaux, Kay
Titel	Stereotype threat-effects for Turkish-origin migrants in Germany. Taking stock of cumulative research evidence.
Quelle	In: European educational research journal, 21 (2022) 2, S. 330-354Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen; Tabellen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118807539
Schlagwörter	Stereotyp; Vorurteil; Schüler; Schülerleistung; Migrationshintergrund; Türke; Deutschland
Abstract	Turkish-origin migrants on average show lower academic performance than Germans. This achievement gap cannot be fully explained by socio-economic differences between the groups. Negative competence stereotypes about Turkish-origin students predict the causal attributions that German preservice teachers make for migrants' academic underperformance. Specifically, the more strongly preservice teachers endorse negative competence stereotypes, the more likely they are to attribute academic underperformance of Turkish-origin migrants to the migrants themselves and less to the educational system. Stereotype threat theory posits that the activation of stereotypes in test situations can reduce the performance of members of the negatively stereotyped group. Based on this theory, we propose that negative stereotypes provide a social-psychological explanation for the academic underperformance of Turkish-origin migrants compared to Germans. A series of six experiments conducted within a research project funded by the German Ministry of Education and Research investigated stereotype threat effects for Turkish-origin migrants. Two new moderator variables were identified: implicit theory of intelligence and vertical collectivism. A meta-analysis of the six studies showed a small, non-significant mean effect for stereotype threat main effects, but a significant medium-sized mean effect for moderated stereotype threat effects. Limitations and practical implications of stereotype threat effects in educational settings are discussed (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/4