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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.