Publikation: Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools
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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.
Zusammenfassung in einer weiteren Sprache
L’activation de stéréotypes négatifs de compétence peut conduire à une détérioration des performances des membres des groupes qui en sont la cible (menace du stéréotype). Du point de vue de l’identité sociale, l’activation du stéréotype menace le besoin des individus d’avoir une identité sociale positive, créant ainsi une motivation pour contrer cette menace. L’activation du stéréotype a été manipulée expérimentalement auprès de lycéens allemands et de lycéens d’origine turque (N = 148). Ensuite, les participants ont passé un test de mathématiques et complété des mesures d’identification à leur groupe ethnique et d’adhésion aux méta-stéréotypes concernant les capacités mathématiques des Allemands et des migrants d’origine turque. En accord avec nos prédictions, l’activation du stéréotype interagit avec l’origine ethnique des participants pour affecter leurs performances. Des stratégies de gestion identitaire n’ont été observées que chez les lycéens d’origine turque : Après activation du stéréotype, ils se sont identifiés plus fortement à leur groupe d’appartenance ethnique et ont exprimé moins d’adhésion au méta-stéréotype positif concernant les capacités mathématiques des Allemands. La discussion met l’accent sur l’intégration des théories de la menace du stéréotype et de l’identité sociale, mais aussi sur l’enseignement et l’évaluation dans les milieux éducatifs européens multiculturels.
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MARTINY, Sarah E., Sog Yee MOK, Kay DEAUX, Laura FROEHLICH, 2014. Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools. In: Revue Internationale de Psychologie Sociale. 2014, 27(3-4), pp. 205-226. ISSN 0992-986XBibTex
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year={2014},
title={Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools},
number={3-4},
volume={27},
issn={0992-986X},
journal={Revue Internationale de Psychologie Sociale},
pages={205--226},
author={Martiny, Sarah E. and Mok, Sog Yee and Deaux, Kay and Froehlich, Laura},
note={Special issue: Menace du stéréotype chez les enfants : passé et présent / sous la dir. de Isabelle Régner ... - ISBN 978-2-7061-2288-0}
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<dcterms:abstract xml:lang="eng">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.</dcterms:abstract>
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