Zusammenfassung
Sozialpsychologische Theorien zum Zusammenspiel sozialer Identitäten und Stereotypen können Leistungsunterschiede bei Frauen, Männern und Jugendlichen mit und ohne Migrationshintergrund erklären. Menschen identifizieren sich mit unterschiedlichen sozialen Gruppen, u. a. mit dem Geschlecht, der Herkunftskultur und der Kultur des Aufenthaltslandes. Wie stark Migrant*innen sich der jeweiligen Gruppe zugehörig fühlen, beeinflusst die schulische Leistung. Stereotype schreiben Angehörigen verschiedener Gruppen unterschiedliche Kompetenzen zu. Die Kommunikation negativer Stereotype kann zu einer Leistungsverschlechterung führen: Der sogenannte Stereotype Threat-Effekt. Jedoch ist eine differenzierte Betrachtung notwendig, da es situative Unterschiede im Zusammenspiel von sozialen Identitäten und Stereotypen gibt. Durch gezielte Interventionen kann zwar dem Stereotype Threat-Effekt entgegengewirkt werden, trotzdem stellt er eine psychologische Hürde auf dem Weg zur Chancengleichheit dar.
Similar content being viewed by others
Literatur
Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12, 385–390.
Appel, M. (2012). Anti-immigrant propaganda by radical right parties and the intellectual performance of adolescents. Political Psychology, 33, 483–493.
Appel, M., & Kronberger, N. (2012). Stereotype threat and the achievement gap: Stereotype threat prior to test taking. Educational Psychology Review, 24, 609–635.
Appel, M., & Weber, S. (2017). Do mass mediated stereotypes harm members of negatively stereotyped groups? A meta-analytical review on media-generated stereotype threat and stereotype lift. Communication Research.
Appel, M., Kronberger, N., & Aronson, J. (2011). Stereotype threat impedes ability building: Effects on test preparation among women in science and technology. European Journal of Social Psychology, 41, 904–913.
Appel, M., Weber, S., & Kronberger, N. (2015). The influence of stereotype threat on immigrants: Review and meta-analysis. Frontiers in Psychology, 6, 900.
Arendt, F. (2013). News stereotypes, time, and fading priming effects. Journalism & Mass Communication Quarterly, 90, 347–362.
Armenta, B. E. (2010). Stereotype boost and stereotype threat effects: The moderating role of ethnic identification. Cultural Diversity and Ethnic Minority Psychology, 16, 94–98.
Asbrock, F. (2010). Stereotypes of social groups in Germany in terms of warmth and competence. Social Psychology, 41, 76–81.
Baysu, G., Phalet, K., & Brown, R. (2011). Dual identity as a two-edged sword: Identity threat and minority school performance. Social Psychology Quarterly, 74, 121–143.
Beilock, S. L., Jellison, W. A., Rydell, R. J., McConnell, A. R., & Carr, T. H. (2006). On the causal mechanisms of stereotype threat: Can skills that don’t rely heavily on working memory still be threatened? Personality and Social Psychology Bulletin, 32, 1059–1071.
Berjot, S., Roland-Levy, C., & Girault-Lidvan, N. (2011). Cognitive appraisals of stereotype threat. Psychological Reports, 108, 585–598.
Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46, 5–34.
Berry, J. W. (2001). A psychology of immigration. Journal of Social Issues, 57, 615–631.
Berry, J. W., & Sabatier, C. (2011). Variations in the assessment of acculturation attitudes: Their relationships with psychological wellbeing. International Journal of Intercultural Relations, 35, 658–669.
Berry, J. W., Phinney, J. S., Sam, D. L., & Vedder, P. (2006). Immigrant youth: Acculturation, identity, and adaptation. Applied Psychology, 55, 303–332.
Brown, R. P., & Pinel, E. C. (2003). Stigma on my mind: Individual differences in the experience of stereotype threat. Journal of Experimental Social Psychology, 39, 626–633.
Chateignier, C., Dutrévis, M., Nugier, A., & Chekroun, P. (2009). French-Arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype? European Journal of Psychology of Education, 24, 219–234.
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307–1310.
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400–403.
Cook, J. E., Purdie-Vaughns, V., Garcia, J., & Cohen, G. L. (2012). Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development. Journal of Personality and Social Psychology, 102, 479–496.
Crisp, R. J., Bache, L. M., & Maitner, A. T. (2009). Dynamics of social comparison in counter-stereotypic domains: Stereotype boost, not stereotype threat, for women engineering majors. Social Influence, 4, 171–184.
Davies, P. G., Spencer, S. J., Quinn, D. M., & Gerhardstein, R. (2002). Consuming images: How television commercials that elicit stereotype threat can restrain women academically and professionally. Personality and Social Psychology Bulletin, 28, 1615–1628.
Davies, P. G., Spencer, S. J., & Steele, C. M. (2005). Clearing the air: Identity safety moderates the effects of stereotype threat on women’s leadership aspirations. Journal of Personality and Social Psychology, 88, 276–287.
Deaux, K. (2006). To be an immigrant. New York: Russell Sage Foundation.
Froehlich, L., Martiny, S. E., Deaux, K., & Mok, S. Y. (2015). „It’s their responsibility, not ours“ – Competence stereotypes and causal attributions for immigrants’ academic underperformance. Social Psychology, 47, 74–86.
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. British Journal of Social Psychology, 55, 564–587.
Gerstenberg, F. X., Imhoff, R., & Schmitt, M. (2012). ‚Women are bad at math, but I’m not, am I?‘ Fragile mathematical self-concept predicts vulnerability to a stereotype threat effect on mathematical performance. European Journal of Personality, 26, 588–599.
Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat and double-minority status on the test performance of Latino women. Personality and Social Psychology Bulletin, 28, 659–670.
Greenwald, A. G., Banaji, M. R., Rudman, L. A., Farnham, S. D., Nosek, B. A., & Mellott, D. S. (2002). A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept. Psychological Review, 109, 3–25.
Hannover, B., Morf, C. C., Neuhaus, J., Rau, M., Wolfgramm, C., & Zander-Musić, L. (2013). How immigrant adolescents’ self-views in school and family context relate to academic success in Germany. Journal of Applied Social Psychology, 43, 175–189.
Ho, A. K., & Sidanius, J. (2009). Preserving positive identities: Public and private regard for one’s ingroup and susceptibility to stereotype threat. Group Processes & Intergroup Relations, 13, 55–67.
Jong, E. M. de, Jellesma, F. C., Koomen, H. M. Y., & de Jong, P. F. (2016). A values-affirmation intervention does not benefit negatively stereotyped immigrant students in the Netherlands. Frontiers in Psychology, 7, 691.
Kahraman, B., & Knoblich, G. (2000). Stechen statt sprechen: Valenz und Aktivierbarkeit von Stereotypen über Türken. Zeitschrift für Sozialpsychologie, 31, 31–43.
Koenig, A. M., & Eagly, A. H. (2005). Stereotype threat in men on a test of social sensitivity. Sex Roles, 52, 489–496.
Lukesch, H., Bauer, C., Eisenhauer, R., & Schneider, I. (2004). Das Weltbild des Fernsehens [The world according to TV]. Regensburg: Roderer.
Marx, D. M., & Ko, S. J. (2012). Superstars „like“ me: The effect of role model similarity on performance under threat. European Journal of Social Psychology, 42(7), 807–812.
Marx, D. M., & Roman, J. S. (2002). Female role models: Protecting women’s math test performance. Personality and Social Psychology Bulletin, 28, 1183–1193.
Marx, D. M., Ko, S. J., & Friedman, R. A. (2009). The „Obama effect“: How a salient role model reduces race-based performance differences. Journal of Experimental Social Psychology, 45, 953–956.
McGlone, M. S., & Aronson, J. (2006). Stereotype threat, identity salience, and spatial reasoning. Journal of Applied Developmental Psychology, 27, 486–493.
McIntyre, R. B., Paulson, R. M., Taylor, C. A., Morin, A. L., & Lord, C. G. (2011). Effects of role model deservingness on overcoming performance deficits induced by stereotype threat. European Journal of Social Psychology, 41(3), 301–311.
Mok, S. Y. (2015). Why do Turkish-origin students underperform in Germany?: Investigating the effects of ethnic composition in classrooms and negative stereotypes on performance and coping strategies. Dissertation. Konstanz: University of Konstanz. http://nbn-resolving.de/urn:nbn:de:bsz:352-0-310715. Zugeriffen am 19.03.2018.
Nguyen, H. H. D., & Ryan, A. M. (2008). Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. Journal of Applied Psychology, 93, 1314–1334.
Niehaus, I., Hoppe, R., & Otto, M. (2015). Schulbuchstudie Migration und Integration. Berlin. http://www.bundesregierung.de/Content/Infomaterial/BPA/IB/Schulbuchstudie_Migration_und_Integration_09_03_2015.pdf. Zugegriffen am 03.01.2018.
OECD/European Union. (2010). Closing the gap for immigrant students: Policies, practice and performance. Paris: OECD Publishing.
OECD/European Union. (2015). Indicators of immigrant integration 2015: Settling in. Paris: OECD Publishing.
Oyserman, D. (2008). Racial-ethnic self-schemas: Multidimensional identity-based motivation. Journal of Research in Personality, 42, 1186–1198.
Oyserman, D., Bybee, D., & Terry, K. (2003). Gendered racial identity and involvement with school. Self & Identity, 2, 307–324.
Oyserman, D., Brickman, D., & Rhodes, M. (2007). Racial-ethnic identity: Content and consequences for African American, Latino, and Latina youth. In A. J. Fuligni (Hrsg.), Contesting stereotypes and creating identities: Social categories, identities and educational participation (S. 91–114). New York: Russell-Sage.
Pettigrew, T. F. (1998). Reactions toward the new minorities of Western Europe. Annual Review of Sociology, 24, 77–103.
Phalet, K., & Poppe, E. (1997). Competence and morality dimensions of national and ethnic stereotypes: A study in six eastern-European countries. European Journal of Social Psychology, 27, 703–723.
Phinney, J. S., Horenczyk, G., Liebkind, K., & Vedder, P. (2001). Ethnic identity, immigration, and well-being: An interactional perspective. Journal of Social Issues, 57, 493–510.
Rivadeneyra, R. (2001). The influence of television on stereotype threat among adolescents of Mexican descent. Dissertation. The University of Michigan, Ann Arbor.
Rydell, R. J., McConnell, A. R., & Beilock, S. L. (2009). Multiple social identities and stereotype threat: Imbalance, accessibility, and working memory. Journal of Personality and Social Psychology, 96, 949–966.
Schmader, T. (2002). Gender identification moderates stereotype threat effects on women’s math performance. Journal of Experimental Social Psychology, 38, 194–201.
Schmader, T., Johns, M., & Barquissau, M. (2004). The costs of accepting gender differences: The role of stereotype endorsement in women’s experience in the math domain. Sex Roles, 50, 835–850.
Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336–356.
Shapiro, J. R., & Neuberg, S. L. (2007). From stereotype threat to stereotype threats: Implications of a Multi-Threat framework for causes, moderators, mediators, consequences, and interventions. Personality and Social Psychology Review, 11, 107–130.
Shapiro, J. R., Williams, A. M., & Hambarchyan, M. (2013). Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions. Journal of Personality and Social Psychology, 104, 277–288.
Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky- Barba, S., & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104, 591–618.
Shih, M. (2004). Positive stigma: Examining resilience and empowerment in overcoming stigma. Annals of the American Academy of Political and Social Science, 591, 175–185.
Shih, M., Pittinsky, T. L., & Ambady, N. (1999). Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science, 10, 80–83.
Shih, M., Pittinsky, T. L., & Trahan, A. (2006). Domain-specific effects of stereotypes on performance. Self and Identity, 5, 1–14.
Shih, M., Bonam, C., Sanchez, D., & Peck, C. (2007). The social construction of race: Biracial identity and vulnerability to stereotypes. Cultural Diversity and Ethnic Minority Psychology, 13, 125–133.
Smith, T. B., & Silva, L. (2011). Ethnic identity and personal well-being of people of color: A meta-analysis. Journal of Counseling Psychology, 58, 42–60.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual ability and performance. American Psychologist, 52, 613–629.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811.
Tajfel, H. T., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Hrsg.), The social psychology of intergroup relations (S. 33–47). Monterey: Brooks/Cole.
Taylor, V. J., & Walton, G. M. (2011). Stereotype threat undermines academic learning. Personality and Social Psychology Bulletin, 37, 1055–1067.
Taylor, C. A., Lord, C. G., McIntyre, R. B., & Paulson, R. M. (2011). The Hillary Clinton effect: When the same role model inspires or fails to inspire improved performance under stereotype threat. Group Processes & Intergroup Relations, 14, 447–459.
Thoman, D. B., Smith, J. L., Brown, E. R., Chase, J., & Lee, J. Y. K. (2013). Beyond performance: A motivational experiences model of stereotype threat. Educational Psychology Review, 25, 211–243.
Unkelbach, C., Schneider, H., Gode, K., & Senft, M. (2010). A turban effect, too: Selection biases against women wearing Muslim headscarves. Social Psychological and Personality Science, 1, 378–383.
Von Oettingen, M. (2012). What they think matters! The role of (meta-)representations of the superordinate group among minority and majority members. Dissertation. University of Jena, Jena.
Walton, G. M. (2014). The new science of wise psychological interventions. Current Directions in Psychological Science, 23, 73–82.
Walton, G. M., & Cohen, G. L. (2003). Stereotype lift. Journal of Experimental Social Psychology, 39, 456–467.
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96.
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447–1451.
Weber, S., Appel, M., & Kronberger, N. (2015). Stereotype threat and the cognitive performance of adolescent immigrants: The role of cultural identity strength. Contemporary Educational Psychology, 42, 71–81.
Weber, S., Kronberger, N., & Appel, M. (2018). Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat. Self & Identity, 17, 211–235.
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267–301.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this entry
Cite this entry
Weber, S., Steffens, M.C. (2018). Die Bedeutung sozialer Identitäten und Gruppenstereotype in Bezug auf Migrationshintergrund und Geschlecht. In: Genkova, P., Riecken, A. (eds) Handbuch Migration und Erfolg. Springer Reference Psychologie . Springer, Wiesbaden. https://doi.org/10.1007/978-3-658-18403-2_17-1
Download citation
DOI: https://doi.org/10.1007/978-3-658-18403-2_17-1
Received:
Accepted:
Published:
Publisher Name: Springer, Wiesbaden
Print ISBN: 978-3-658-18403-2
Online ISBN: 978-3-658-18403-2
eBook Packages: Springer Referenz Psychologie