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Stereotype Threat as a Cause for the low Achievement of Students With Migration Background in the German Educational System (Stereotype Threat)

Table of contents

Project description

Blank data sets

Documentation

Literature

> Link to application form (Scientific Use Files)

Project description

The aim of the research project was to examine the influence of ability-related negative stereotypes on different domains of academic achievement of students with (Turkish) migration background in the German educational system. It was hypothesized, that differences in achievement between students with and without migration background are partly due to negative stereotypes regarding immigrants, and the activation of these negative achievement related stereotypes in testing situations. Firstly, in a series of experimental studies, the activation of negative stereotypes in testing situations was systematically manipulated; the effects of this manipulation on student achievement in language and mathematical achievement tests (e.g. PISA) was investigated in students with and without migration background. The effects of different ways of activating stereotypes were compared with each other and with control conditions in which no stereotypes were activated. Secondly, the impact of the migrating generation and the age of students with and without migration background on dealing with stereotype activation and its consequences for achievement were investigated. [The activation of achievement related negative stereotypes influenced the achievement of both students with and without migration background. If achievement related group differences were pointed out prior to the test, there was a significant difference between the mathematical achievement of German students and students with Turkish migration background. If however, prior to testing, it was said that no differences between the groups exist, no achievement differences between the groups showed in the subsequent test.] (DIPF/funding agency). The project was divided into several studies: Study description 1 a neu: It was assessed whether implicit theories of intelligence moderate the effects of stereotype threat. Implicit theories of intelligence are subjective beliefs of persons regarding the stability (entity theory) or variability (incremental theory) of intelligence (Dweck, 1999). The combination of stereotype threat (which implies the ability of a group to be stable) and the stability beliefs regarding their own ability should lead to especially heavy losses in achievement for migrants of Turkish origin. Study description 1 b neu: The impact of negative stereotypes on the mathematical achievement of students with a Turkish migration background was investigated. Additionally to migration background (Turkish vs. no migration background) the variable “self-chosen ethnic group identity” was investigated. Study description 1c DE: It was investigated whether implicit theories of intelligence moderate the effect of stereotype threat on students of Turkish origin (in combination with an examiner of German origin). Study description 1c TR: It was investigated whether implicit theories of intelligence moderate the effect of stereotype threat on students of Turkish origin (with Turkish examiner). The dataset includes only data with a Turkish examiner. To investigate the impact of a Turkish examiner data sets 1c DE and 1c TR have to be merged. Study description 3c: Survey concerning group identification and public regard in immigrants of Turkish origin and their contact to Germans. Study description 3 d/e: Longitudinal study investigating whether negative stereotypes about different ethnic groups are well-known among primary school students with and without migration background. Additionally, further investigations into the effects of stereotype threat on primary school students were conducted. (IQB)

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Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

• Studie 1a (SPSS)
• Studie 1b (SPSS)
• Studie 1c DE (SPSS)
• Studie 1c TR (SPSS)
• Study 3c (SPSS)
• Studie 3d/e Students (SPSS)
• Studie 3d/e Teacher (SPSS)

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Documentation

Here you can find further documentation.
DOI: 10.5159/IQB_Stereotype_Threat_Skalendokumentation_v1

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Literature

Selected literature is listed here (as of July 2021).

2019

Froehlich, L., Martiny, S. E., & Deaux, K. (2019, 14. November). A longitudinal investigation of the ethnic and national identities of children with migration background in Germany. Verfügbar unter https://osf.io/dyqpa/

Forschungsdatenzentrum am Institut zur Qualitätsentwicklung im Bildungswesen (2019). Stereotype Threat. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente. Berlin: Institut zur Qualitätsentwicklung im Bildungswesen. Verfügbar unter https://www.iqb.hu-berlin.de/fdz/studies/Stereotype_Threat https://doi.org/10.5159/IQB_Stereotype_Threat_Skalendokumentation_v1

Froehlich, L., Martiny, S. E. & Deaux, K. (2019). A Longitudinal Investigation of the Ethnic and National Identities of Children With Migration Background in Germany. Social Psychology, 1–15. https://doi.org/10.1027/1864-9335/a000403

2018

Froehlich, L., Mok, S. Y., Martiny, S. E. & Deaux, K. (2018). Stereotype threat effects for Turkish-origin immigrants in Germany. Taking stock of cumulative research evidence. European Educational Research Journal, 1–25.

2017

Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K. & Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students. Learning and Individual Differences, 56, 76–84. https://doi.org/10.1016/j.lindif.2017.05.002

2016

Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T. & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects. The British Journal of Social Psychology, 55(3), 564–587. https://doi.org/10.1111/bjso.12144

Froehlich, L., Martiny, S. E., Deaux, K. & Mok, S. Y. (2016). “It’s Their Responsibility, Not Ours”. Social Psychology, 47(2), 74–86. https://doi.org/10.1027/1864-9335/a000260

Martiny, S. E. (2016). Stereotype Threat als Ursache niedriger Leistungen von Schülerinnen und Schülern mit Migrationshintergrund im deutschen Bildungssystem. Konstanz: Universität Konstanz.

Martiny, S. E., Froehlich, L., Mok, S. Y. & Deaux, K. (2016). Stereotype Threat als Ursache niedriger Leistungen von Schülerinnen und Schülern mit Migrationshintergrund im deutschen Bildungssystem (Stereotype Threat) (Version 4) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_Stereotype_Threat_v4

Mok, S. Y., Martiny, S. E., Gleibs, I. H., Keller, M. M. & Froehlich, L. (2016). The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging. Frontiers in Psychology, 7, 1071. https://doi.org/10.3389/fpsyg.2016.01071

2015

Mok, S. Y., Froehlich, L. & Scholz, C. (2015). Leistungsminderung durch negative Stereotype im Schulkontext. Lehren & lernen, 41(1), 28–31. Verfügbar unter https://schule.neckar-verlag.de/leistungsminderung-durch-negative-stereotype-im-schulkontext

2014

Martiny, S. E., Mok, S. Y., Deaux, K. & Froehlich, L. (2014). Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools. Revue internationale de psychologie sociale, 3(27), 205–225.

2012

Inzlicht, M. & Schmader, T. (Eds.). (2012). Stereotype threat. Theory, process, and application. Oxford: Oxford Univ. Press.

2011

Martiny, S. E., Götz, T., Dresel, M. & Lämmle, L. (2011). Stereotype Threat in Lern- und Leistungssituationen. Theoretische Ansätze, empirische Befunde und praktische Implikationen. In M. Dresel & L. Lämmle (Hrsg.), Motivation, Selbstregulation und Leistungsexzellenz (Talentförderung, Expertiseentwicklung, Leistungsexzellenz, Bd. 9, S. 153–177). Münster: LIT.

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