Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools.

Autor/inn/en	Martiny, Sarah E.; Mok, Sog Yee; Deaux, Kay; Froehlich, Laura
Titel	Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools.
Quelle	In: Revue internationale de psychologie sociale, 27 (2014) 3, S. 205-225 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen; Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch; französisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0992-986X
Schlagwörter	Stereotyp; Vorurteil; Schuljahr 09; Schüler; Schülerleistung; Mathematik; Migrationshintergrund; Türke; Deutschland
Abstract	The activation of negative performance-related stereotypes can lead to underperformance of stereotyped group members (stereotype threat). From a social identity perspective, stereotype activation threatens people's need for a positive social identity, thereby creating a motivation to counteract this threat. Stereotype activation was experimentally manipulated for Turkish-origin and German students (N = 148) in ninth grade high school classrooms. Then, participants completed a math test and measures assessing ethnic group identification and the belief in the meta-stereotypes about Germans' and Turkish-origin migrants' math ability. As predicted, stereotype activation interacted with ethnicity to affect performance. Identity management occurred only for Turkish-origin students: After stereotype activation they identified more strongly with their ethnic ingroup and expressed less endorsement for the positive meta-stereotype about German's math ability. Implications for integrating stereotype threat theory into social identity theory and for teaching and testing in European multicultural educational settings are discussed (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/4