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dc.contributor.authorFroehlich, Laura
dc.contributor.authorMok, Sog Yee
dc.contributor.authorMartiny, Sarah E.
dc.contributor.authorDeaux, Kay
dc.date.accessioned2019-03-22T12:30:10Z
dc.date.available2019-03-22T12:30:10Z
dc.date.issued2018-10-24
dc.description.abstractTurkish-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.en_US
dc.description.sponsorshipGerman Federal Ministry of Education and Research (BMBF)en_US
dc.descriptionSource at <a href=https://doi.org/10.1177/1474904118807539>https://doi.org/10.1177/1474904118807539</a>.en_US
dc.identifier.citationFroehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2018). Stereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal. https://doi.org/10.1177/1474904118807539en_US
dc.identifier.cristinIDFRIDAID 1632006
dc.identifier.issn1474-9041
dc.identifier.urihttps://hdl.handle.net/10037/15047
dc.language.isoengen_US
dc.publisherSageen_US
dc.relation.journalEuropean Educational Research Journal
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectStereotype threaten_US
dc.subjectTurkish-origin migrantsen_US
dc.subjectStereotypesen_US
dc.subjectEducationen_US
dc.subjectSocial identityen_US
dc.titleStereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidenceen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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