Stereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidence

Source at https://doi.org/10.1177/1474904118807539.Turkish-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

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

The activation of negative stereotypes in achievement situations can lead to decreased performance (i.e., stereotype threat effect). Research has shown that stereotype threat effects increase when performance outcomes become more important. Cultural value orientations such as vertical collectivism can influence the perceived importance of performance outcomes. For this reason, we investigate the interaction between vertical collectivism and the activation of negative stereotypes on the academic performance of migrant students. More precisely, we argue that the more Turkish-origin students endorse vertical collectivism (i.e., the willingness to sacrifice individual interests for their group's interests), the more they try to meet their group's high achievement expectations after negative stereotype activation. This increases performance pressure and thus impairs their performance. We further argue that vertical collectivism increases migrants students' motivation to temporarily join a high performing outgroup in order to achieve high performance outcomes in the future. An experiment conducted in classrooms (N = 94) with Turkish-origin students confirmed our hypotheses. Implications for dealing with stereotype threat in educational contexts are discusse

Impressing for Success: A Gendered Analysis of a Key Social Capital Accumulation Strategy

Social capital theory assesses the career benefits that accrue to individuals from the stock of relationships they have. Such benefits can be in the form of guidance and advice, access to key projects and assignments and help with setting up business deals. However, when assessing whether such career-enhancing resources are available equally to men and women, we find that gender impacts on the access to and accumulation of social capital. The article seeks to address two key research questions. The first is whether women are aware of the need to accumulate social capital to advance their careers and the second is whether they use impression management techniques in order to assist them in doing this. Findings are reported from a study in an international consulting firm with 19 female consultants. In respect of research question one the findings indicate that women in the sample are aware of the need to accumulate social capital to advance their careers; with particular emphasis being placed on the importance of gaining access to influential sponsors. In respect of research question two, the findings confirm that women in the sample do perceive the necessity to utilise impression management techniques to help them to accumulate social capital. This is done in a defensive way and is linked to ensuring that one is seen as ambitious, likable and available. It is argued that these are key organizational norms, and it is perceived that in order to accumulate social capital, women need to actively work to dispel the negative stereotypes that attach to them because of their gender. The article calls for greater recognition of the impact that masculine organizational cultures have on the career development of women, who not only have to perform at a high level but are also required to expend additional energy conforming to masculine organizational cultures they have had little say in creating

Blue Collar Workers in the Steel Mill, 1979

The purpose of this 1979 study was to investigate the experiences of women working in traditionally male blue collar jobs. Through interviews with female and male workers and supervisors, as well as examination of company employment records, the researchers attempted to assess the following: (1) whether the affirmative action consent decrees had a noticeable effect on the hiring patterns for women in the steel industry; (2) whether there are any specific costs associated with the increased effort to hire women in the industry; (3) how male workers felt about the influx of women into their traditionally male domain; and (4) what problems women encounter as they begin to work in the industry. Two plants within the steel industry were selected as the sampling sites. The participants were 231 workers and 104 supervisors. The sample consisted primarily of White, African American, and Hispanic employees; other ethnic backgrounds are also represented. Their ages ranged from 19 to 65. The investigators examined internal barriers, both psychological and physical, and external barriers, including discrimination, demands of the job, and sexual harassment. The Murray Research Archive holds original interview forms

A longitudinal investigation of immigrant children’s ethnic and national identities

How immigrants define their ethnicity and nationality is relevant for integration: They can identify with their ethnic group, the receiving society, and a combination of both. A longitudinal study with elementary-school children with migration background (N = 200; age 9-10) in Germany investigated the predictors and stability of ethnic and national identity. Ethnic identity was more highly endorsed than national identity. National and dual identity were compatible (i.e., positively related), whereas ethnic identity was compartmentalized (i.e., unrelated to national and dual identity). Contact with Germans predicted national identity over time, but not vice versa. Thus, the study contributes to a better understanding of multiple social identities of young ethnic minority children in light of social-psychological theories of social identity development