000			02028cam a2200241 4500500
005			20250121131213.0
041			_afre
042			_adc
100	1	0	_aMartiny, Sarah E. _eauthor
700	1	0	_a Mok, Sog Yee _eauthor
700	1	0	_a Deaux, Kay _eauthor
700	1	0	_a Froehlich, Laura _eauthor
245	0	0	_aEffects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools
260			_c2015.
500			_a85
520			_aThe 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.
690			_aimmigration
690			_astereotype threat
690			_ameta-stereotypes
690			_agroup identification
786	0		_nRevue internationale de psychologie sociale | Volume 27 | 3 | 2015-01-21 | p. 205-225 | 0992-986X
856	4	1	_uhttps://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2014-3-page-205?lang=en&redirect-ssocas=7080
999			_c569225 _d569225