Skip to main content
SpringerLink
Log in

Stereotype Threat, Erwartungseffekte und organisatorische Differenzierung: Schulische Leistungsbarrieren und Ansätze zu ihrer Überwindung

  • Chapter
Migration und schulischer Wandel: Leistungsbeurteilung

Zusammenfassung

Die Vielfältigkeit von Einwanderungsgesellschaften bringt neben vielen Chancen auch Herausforderungen mit sich. Eine der dringlichsten ist die effektive Bildung von Kindern mit einem so genannten ‚Migrationshintergrund‘. Weil Disparitäten in den Bildungserfolgen sozialer Gruppen verbreitet sind und gravierende Folgen haben, ist es unerlässlich zu verstehen, wie sie entstehen und überwunden werden können. Dies gilt besonders, wenn das Leistungsgefälle zwischen Schülergruppen entlang der Trennlinie eines Migrationshintergrundes wie auch der Anteil der Bevölkerung mit Wanderungsgeschichte besonders hoch sind. Beides ist in Deutschland der Fall (vgl. oecd 2006).

Aus dem Englischen ins Deutsche übersetzt von Mechtild Gomolla.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

eBook
USD 19.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 29.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

Literaturverzeichnis

  • Alexander, K. M./Schofield, J. W. (2006): Stereotype Threat: Wie Reaktionen von SchülerInnen auf wahrgenommene negative Stereotype ihre Leistungen beeinträchtigen. In: Schofield, J. W. (Hrsg.): Migrationshintergrund, Minderheitenzugehörigkeit und Bildungserfolg. Forschungsergebnisse der pädagogischen, Entwicklungs- und Sozialpsychologie. Berlin, S. 15–46.

    Google Scholar 

  • Alvidrez, J./Weinstein, R. S. (1999): Early teacher perceptions and later student academic achievement. In: Journal of Educational Psychology, Jg. 91, Heft 4, S. 731–746.

    Article  Google Scholar 

  • Ambady, N./Shih, M./Kim, A./Pittinsky, T. L. (2001): Stereotype susceptibility in children. Effects of identity activation on quantitative performance. In: Psychological Science 12, S. 385–390.

    Article  Google Scholar 

  • Aronson, J./Good, C. (2002): The development and consequences of stereotype vulnerability in adolescents. In: Pajares, F./Urdan, T. (Hrsg.): Academic motivation of adolescents. Greenwich, S. 299–330.

    Google Scholar 

  • Aronson, J./Steele, C. M. (2005): Stereotypes and the fragility of academic competence, motivation, and self-concept. In: Elliot, A. J./Dweck, C. S. (Hrsg.): Handbook of competence and motivation. New York, S. 436–460.

    Google Scholar 

  • Babad, E. (1993): Pygmalion. 25 years after interpersonal expectations in the classroom. In: Blanck, P. D. (Hrsg.): Interpersonal expectations. Theory, research, and applications. New York, S. 125–153.

    Google Scholar 

  • Babad, E./Inbar, J./Rosenthal, R. (1982): Teachers’ judgment of students‘ potential as a function of teachers’ susceptibility to biasing information. In: Journal of Personality and Social Psychology, Jg. 42, Heft 3, S. 541–547.

    Article  Google Scholar 

  • Babad, E./Taylor, P. J. (1992): Transparency of teacher expectancies across language, cultural boundaries. In: Journal of Educational Research, Jg. 86, Heft 2, S. 120–125.

    Article  Google Scholar 

  • Baron, R. M./Tom, D. Y./Cooper, H. M. (1985): Social class, race and teacher expectations. In: Dusek, J.B./Hall, V. C./Meyer, W. J. (Hrsg.): Teacher expectancies. Hillsdale, S. 251–269.

    Google Scholar 

  • Barr, R./Dreeben, R. (1983): How schools work. Chicago.

    Google Scholar 

  • Baumert, J./Stanat, P./Watermann, R. (2006): Schulstruktur und die Entstehung differenzieller Lern- und Entwicklungsmilieus. In: Baumert, J./Stanat, P./Watermann, R. (Hrsg.): Herkunftsbedingte Disparitäten im Bildungswesen. Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit. Wiesbaden, S. 95–188.

    Google Scholar 

  • Blascovich, J./Spencer, S. J./Quinn, D. M./Steele, C. M. (2001): African Americans and high blood pressure. The role of stereotype threat. In: Psychological Science 12, S. 225–229.

    Article  Google Scholar 

  • Bosson, J. K./Haymovitz, E. L./Pinel, E. C. (2004): When saying and doing diverge. The effects of stereotype threat on self-reported versus non-verbal anxiety. In: Journal of Experimental Social Psychology 40, S. 247–255.

    Article  Google Scholar 

  • Brophy, J. E./Good, T. L. (1970): Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. In: Journal of Educational Psychology, Jg. 61, Heft 5, S. 365–374.

    Article  Google Scholar 

  • Brophy, J. E./Good, T. L. (1974): Teacher-student relationships: Causes and consequences. New York.

    Google Scholar 

  • Burris, C. C./Heubert, J. P./Levin, H. M. (2006): Acceleraing mathematics achievement using heterogeneous grouping. In: American Educational Research Journal, Jg. 43, Heft 1, S. 103–134.

    Article  Google Scholar 

  • Cadinu, M./Maass, A./Frigerio, S./Impagliazzo, L./Latinotti, S. (2003): Stereotype threat. The effect of expectancy on performance. In: European Journal of Social Psychology 33, S. 267–285.

    Article  Google Scholar 

  • Cadinu, M./Maass, A./Lombardo, M./Frigerio, S. (2005): Stereotype threat. The moderating role of locus of control beliefs. In: European Journal of Social Psychology 36, S. 183–197.

    Article  Google Scholar 

  • Cohen, G. L./Garcia, J./Apfel, N./Master, A. (2006): Reducing the racial achievement gap. A social-psychological intervention. In: Science 313, S. 1307–1310.

    Article  Google Scholar 

  • Cohen, G. L./Steele, C. M./Ross, L. D. (1999): The mentor‘s dilemma: Providing critical feedback across the racial divide. In: Personality and Social Psychology Bulletin 25, S. 1302–1318.

    Article  Google Scholar 

  • Coleman, J. S. (1961): The adolescent society: The social life of the teenager and its impact on education. New York.

    Google Scholar 

  • Crandall, C. S./Eshleman, A. (2003): A justification-suppression model of the expression and experience of prejudice. In: Psychological Bulletin, Jg. 129, Heft 3, S. 414–446.

    Article  Google Scholar 

  • Dar-Nimrod, I./Heine, S. J. (2006): Exposure to scientific theories affects women’s math performance. In: Science 314, S. 435.

    Article  Google Scholar 

  • Dauber, S. L./Alexander, K. L./Entwistle, D. R. (1996): Tracking and transitions through the middle grades: Channeling educational trajectories. In: Sociology of Education, Jg. 69, Heft 4, S. 290–307.

    Article  Google Scholar 

  • Dee, T. S. (2005): A teacher like me: Does race, ethnicity or gender matter? In: American Economic Review, Jg. 95, Heft 2, S. 158–165.

    Article  Google Scholar 

  • Hanushek, E. A./Woessmann, L. (2006): Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries. In: The Economic Journal 116, S. 63–76.

    Article  Google Scholar 

  • Harris, M. J./Rosenthal, R. (1985): Mediation of interpersonal expectancy effects: 31 meta-analyses. In: Psychological Bulletin, Jg. 97, Heft 3, S. 363–386.

    Article  Google Scholar 

  • Horstkemper, M./Tillmann, K. J. (2003): Schulformvergleiche und Studien zu Einzelschulen. In: Helsper, W./Böhme, J. (Hrsg.): Handbuch der Schulforschung. Opladen, S. 287–324.

    Google Scholar 

  • Irvine, J. J. (1990): Black students and school failure: Policies, practices, and prescriptions. Westport.

    Google Scholar 

  • Jussim, L. (1986): Self-fulfilling prophecies: A theoretical and integrative review. In: Psychological Review, Jg. 93, Heft 4, S. 429–445.

    Article  Google Scholar 

  • Jussim, L./Eccles, J./Madon, S. (1996): Social perception, social stereotypes, and teacher expectations. Accuracy and the quest for the powerful self-fulfilling prophecy. In: Advances in Experimental Social Psychology 28, S. 281–388.

    Article  Google Scholar 

  • Jussim, L./Harber, K. D. (2005): Teacher expectations and self-fulfilling prophecies. Knowns and unknowns, resolved and unresolved controversies. In: Personality and Social Psychology Review, Jg. 9, Heft 2, S. 131–155.

    Article  Google Scholar 

  • Kahlenberg, R. D. (2001): All together now. Creating middle-class schools through public school choice. Washington.

    Google Scholar 

  • Kahraman, B./Knoblich, G. (2000): Stechen statt sprechen: Valenz und Aktivierbarkeit von Stereotypen über Türken. In: Zeitschrift für Sozialpsychologie 31, S. 31–43.

    Article  Google Scholar 

  • Keller, J. (2002): Blatant stereotype threat and women’s math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations. In: Sex Roles 47, S. 193–198.

    Article  Google Scholar 

  • Köller, O./Baumert, J. (2001): Leistungsgruppierungen in der Sekundarstufe I. Ihre Konsequenzen für die Mathematikleistung und das mathematische Selbstkonzept der Begabung. In: Zeitschrift für Pädagogische Psychologie, Jg. 15, Heft 2, S. 99–110.

    Article  Google Scholar 

  • Maaz, K./Trautwein, U./Lüdtke, O./Baumert, J. (2008): Educational transitions and differential learning environments. How explicit between-school tracking contributes to social inequality in educational outcomes. In: Child Development Perspectives, Jg. 2, Heft 2, S. 99–106.

    Article  Google Scholar 

  • Merkens, H. (2005): Schulkarrieren von Kindern mit Migrationshintergrund in den ersten drei Jahren der Grundschule. Ergebnisse aus dem Projekt BeLesen: Berliner Längsschnittstudie zur Lesekompentenzentwicklung von Grundschulkindern. Berlin.

    Google Scholar 

  • Nguyen, H. D./Ryan, A. M. (2008): Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. In: Journal of Applied Psychology, Jg. 93, Heft 6, S. 1314–1334.

    Article  Google Scholar 

  • Oakes, J./Gamoran, A./Page, R. N. (1992): Curriculum differentiation opportunities, outcomes, and meanings. In: Jackson, P.. (Hrsg.): Handbook of research on curriculum. New York, S. 570–608.

    Google Scholar 

  • Oakes, J./Wells, A. S. & Associates (1996): Beyond the technicalities of school reform. Policy lessons from detracking schools. Los Angeles.

    Google Scholar 

  • OECD (2004): Learning for tomorrow’s world: First results from PISA 2003. Im Internet verfügbar unter: www.pisa.oecd.org/dataoecd/1/60/34002216.pdf.

  • OECD (2005): School factors related to quality and equity: Results from PISA 2000. Im Internet verfügbar unter: www.oecd.org/dataoecd/15/20/34668095.pdf.

  • OECD (2006): Where immigrant students succeed. A comparative review of performance and engagement in PISA 2003. Paris.

    Google Scholar 

  • Oelkers, J. (2006): Gesamtschule in Deutschland. Eine Historische Analyse und ein Ausweg aus dem Dilemma. Weinheim.

    Google Scholar 

  • Opdenakker, M./Van Damme, J. (2007): Do school context, student composition and school leadership affect school practice and outcomes in secondary education? In: British Educational Research Journal, Jg. 33, Heft 2, S. 179–206.

    Article  Google Scholar 

  • Rumberger, R. W./Palardy, G. J. (2005): Does segregation still matter? The impact of student composition on academic achievement in high school. In: Teachers College Record 107, S. 1999–2045.

    Article  Google Scholar 

  • Rutter, M./Maughan, B. (2002): School effectiveness findings, 1979–2002. In: Journal of School Psychology 40, S. 451–475.

    Article  Google Scholar 

  • Schmader, T./Johns, M. (2003): Converging evidence that stereotype threat reduces working memory capacity. In: Journal of Personality and Social Psychology 85, S. 440–452.

    Article  Google Scholar 

  • Schmader, T./Major, B./Gramzow, R. H. (2001): Coping with ethnic stereotypes in the academic domain. Perceived injustice and psychological disengagement. In: Journal of Social Issues 57, S. 93–111.

    Article  Google Scholar 

  • Schofield, J.W. (unter Mitarbeit von Alexander, K./Bangs, R./Schauenburg, B.) (2006): Migrationshintergrund, Minderheitenzugehörigkeit und Bildungserfolg. Forschungsergebnisse der pädagogischen, Entwicklungs- und Sozialpsychologie. Berlin. Im Internet verfügbar unter: bibliothek.wzb.eu/pdf/2006/iv06-akibilanz5b.pdf

    Google Scholar 

  • Schofield, J. W. (i.E.): International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools. In: Teachers College Record.

    Google Scholar 

  • Schuetz, G./Ursprung, H. W./Woessman, L. (2005): Education policy and equality of opportunity. CESifo Working Paper 1518, Category 3: Social Protection. Im Internet verfügbar unter: www.CESifo-group.de.

  • Söhn, J./Özcan, V. (2006): The educational attainment of Turkish migrants in Germany. In: Turkish Studies, Jg. 7, Heft 1, S. 101–124.

    Article  Google Scholar 

  • Steele, C. M./Aronson, J. (1995): Stereotype threat and the intellectual test performance of African Americans. In: Journal of Personality and Social Psychology 69, S. 797–811.

    Article  Google Scholar 

  • Teddlie, C/Kirby, P. C./Springfield, S. (1989): Effective versus ineffective schools. Observable differences in the classroom. In: American Journal of Education, Jg. 97, Heft 3, S. 221–236.

    Article  Google Scholar 

  • Thrupp, M./Lauder, H./Robinson, T. (2002): School composition and peer effects. In: International Journal of Educational Research 37, S. 483–504.

    Article  Google Scholar 

  • Walton, G. M./Cohen, G. L. (2003): Stereotype lift. In: Journal of Experimental Social Psychology 39, S. 456–467.

    Article  Google Scholar 

  • Weinert, F. E./Helmke, A. (1995): Learning from wise mother nature or big brother instructor: The wrong choice as seen from an educational perspective. In: Educational Psychologist, Jg. 30, Heft 3, S. 135–142.

    Article  Google Scholar 

  • Woessman, L. (2007): Fundamental determinants of school efficiency and equity. German states as a microcosm for OECD countries. IZA Discussion Paper No. 2880; CESifo Working Paper Series No. 1981. Im Internet verfügbar unter: http://ssrn.com/abstract=986555

Download references

Author information

Authors and Affiliations

  1. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, USA

    Janet Ward Schofield (Professorin für Psychologie)

  2. Department of Psychology, University of Pittsburgh, Pittsburgh, USA

    Kira Marie Alexander (Promovendin)

Authors
  1. Janet Ward Schofield
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kira Marie Alexander
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Westfälischen Wilhelms-Universität Münster, Münster, Deutschland

    Sara Fürstenau

  2. Helmut-Schmidt-Universität / Universität der Bundeswehr Hamburg, Hamburg, Deutschland

    Mechtild Gomolla

Rights and permissions

Reprints and permissions

Copyright information

© 2012 VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden

About this chapter

Cite this chapter

Schofield, J.W., Alexander, K.M. (2012). Stereotype Threat, Erwartungseffekte und organisatorische Differenzierung: Schulische Leistungsbarrieren und Ansätze zu ihrer Überwindung. In: Fürstenau, S., Gomolla, M. (eds) Migration und schulischer Wandel: Leistungsbeurteilung. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-18846-1_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-531-18846-1_4

  • Publisher Name: VS Verlag für Sozialwissenschaften

  • Print ISBN: 978-3-531-15380-3

  • Online ISBN: 978-3-531-18846-1

  • eBook Packages: Humanities, Social Science (German Language)

Publish with us

Policies and ethics

Search

Navigation