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Stereotype Threat: Die Rolle der ethnisch-kulturellen Identifikation und des Schulklimas für Schüler*innen mit Migrationshintergrund.

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Názov: Stereotype Threat: Die Rolle der ethnisch-kulturellen Identifikation und des Schulklimas für Schüler*innen mit Migrationshintergrund. (German)
Alternate Title: Stereotype threat: The role of ethnic-cultural identification and school climate for students with migration backgrounds. (English)
Autori: Mocevic, Haliemah, Gniewosz, Burkhard
Zdroj: Zeitschrift für Bildungsforschung; Dec2025, Vol. 15 Issue 3, p549-566, 18p
Predmety: STEREOTYPE threat, IMMIGRANTS, SCHOOL environment, PSYCHOLOGICAL factors, PROTECTIVE factors, STEREOTYPES
Abstract (English): This study focuses on the phenomenon of stereotype threat as a psychological barrier to participation for students with a migration background in Austrian secondary education, analyzing the role of two moderating variables: identification with the ethnic-cultural group and the perceived warmth of the school climate. In a quasi-experimental study with a control group design, the impact of stereotype activation on the performance of 220 students in the 9th and 10th grades of Austrian secondary schools was examined. In the experimental group, the "migration background" and group differences were explicitly mentioned, but not in the control group. This revealed a performance-reducing effect of stereotype activation (stereotype threat effect). The article showed that a strong identification with the ethnic-cultural group and a positive school climate reduced this stereotype threat effect and, therefore, served as protective factors to mitigate psychological threat effects and enhance participation. Thus, the study contributes to a better understanding of the vulnerability of specific student groups to psychological threats in the educational context, particularly considering the limited and inconsistent empirical findings on these issues in the German-speaking countries. The implications of the results are discussed. [ABSTRACT FROM AUTHOR]
Abstract (German): Zusammenfassung: Dieser Beitrag nimmt das Phänomen des Stereotype Threat als psychologische Teilhabe-Barriere für Schüler*innen mit Migrationshintergrund in der österreichischen Sekundarstufe in den Fokus und analysiert die Rolle zweier Moderatorvariablen: die Identifikation mit der ethnisch-kulturellen Gruppe und die wahrgenommene Wärme des Schulklimas. In einer quasiexperimentellen Studie mit Kontrollgruppendesign wurde der Einfluss einer Stereotypaktivierung auf die Leistungen von 220 Schüler*innen der 9. und 10. Schulstufe in Allgemeinbildenden höheren Schulen (AHS) in Österreich erhoben. In der Experimentalgruppe wurden der „Migrationshintergrund" und Gruppendifferenzen explizit erwähnt, in der Kontrollgruppe nicht. Dabei zeigte sich ein leistungsmindernder Effekt der Stereotypaktivierung (Stereotype Threat Effekt). Es wurde gezeigt, dass ein starkes Identifikationsgefühl mit der ethnisch-kulturellen Gruppe sowie ein positives Schulklima diesen Stereotype Threat Effekt reduzierte und somit als Schutzfaktoren zur Minderung psychologischer Bedrohungseffekte und zur Erhöhung der Teilhabe wirken. So trägt die Studie dazu bei, ein besseres Verständnis für die Anfälligkeit spezifischer Schüler*innengruppen für psychologische Bedrohungen im Bildungskontext zu entwickeln, insbesondere angesichts der begrenzten und widersprüchlichen empirischen Befunde zu diesen Fragen im deutschsprachigen Raum. Die Implikationen der Ergebnisse werden diskutiert. [ABSTRACT FROM AUTHOR]
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Databáza: Complementary Index
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Abstrakt:This study focuses on the phenomenon of stereotype threat as a psychological barrier to participation for students with a migration background in Austrian secondary education, analyzing the role of two moderating variables: identification with the ethnic-cultural group and the perceived warmth of the school climate. In a quasi-experimental study with a control group design, the impact of stereotype activation on the performance of 220 students in the 9th and 10th grades of Austrian secondary schools was examined. In the experimental group, the "migration background" and group differences were explicitly mentioned, but not in the control group. This revealed a performance-reducing effect of stereotype activation (stereotype threat effect). The article showed that a strong identification with the ethnic-cultural group and a positive school climate reduced this stereotype threat effect and, therefore, served as protective factors to mitigate psychological threat effects and enhance participation. Thus, the study contributes to a better understanding of the vulnerability of specific student groups to psychological threats in the educational context, particularly considering the limited and inconsistent empirical findings on these issues in the German-speaking countries. The implications of the results are discussed. [ABSTRACT FROM AUTHOR]
ISSN:21906890
DOI:10.1007/s35834-025-00482-9