"Do I belong?" - How negative stereotypes influence the social relationships of adolescents with migration background in school contexts

“我属于吗？”

• 批准号: 466446101
• 负责人: Dr. Laura Froehlich
• 金额: --
• 依托单位: Arbeitsbereich Entwicklungspsychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2021
• 资助国家: 德国
• 起止时间: 2020-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/466446101?language=en
• 关键词: Do; belong; How; negative; stereotypes

Not all ethnic groups of children and adolescents with migration background are equally integrated into the German educational system. Students originating from Turkey, South-East Europe, and Arabic countries show lower academic performance than their native peers. Negative performance-related stereotypes can contribute to these ethnic disparities in education. Previous research showed that perceived stereotype threat can reduce immigrant students’ test performance and learning. The proposed research project investigates whether stereotype threat reduces negatively stereotyped students’ social belonging to the academic domain and their social approach motivation (i.e., the motivation to initiate and maintain positive social relationships with peers in the educational domain). These social consequences of stereotype threat could decrease the social capital of students with migration background and thus contribute to ethnic educational disparities. In a cross-sectional questionnaire study with students with migration background (9th grade), we investigate whether perceived stereotype threat is related to lower social approach motivation, mediated by a reduced sense of belonging to the academic domain. Furthermore, we investigate the interplay of multiple social identities (identification with the ethnic group of origin and the German receiving society) for the social consequences of stereotype threat. We hypothesize that a strong national identity can mitigate the negative effects of a threatened ethnic identity. The negative relation of perceived stereotype threat and sense of belonging should be smaller for students with a strong ethnic and a strong national identity compared to students with a strong ethnic and a weak national identity. Moreover, the proposed project investigates the generalizability of these effects for social approach motivation towards members of the ethnic in- and out-group as well as in face-to-face and digital contact situations.

并非所有具有移民背景的儿童和青少年族群都能平等地融入德国的教育体系。来自土耳其、东南欧和阿拉伯国家的学生的学习成绩低于本国学生。与成绩相关的负面刻板印象会导致这些教育方面的种族差异。以往的研究表明，刻板印象威胁会降低移民学生的考试成绩和学习成绩。本研究旨在探讨刻板印象威胁是否会降低负面刻板印象学生在学术领域的社会归属感及其社会接近动机（即在教育领域与同伴建立和维持积极社会关系的动机）。这些刻板印象威胁的社会后果会降低移民背景学生的社会资本，从而导致种族教育差异。通过对初二移民背景学生的横断面问卷调查，我们探讨了刻板印象威胁感知是否与较低的社会接近动机有关，而社会接近动机是由学术领域归属感降低所中介的。此外，我们还研究了多重社会身份（对原籍族群和德国接受社会的认同）对刻板印象威胁的社会后果的相互作用。我们假设强烈的民族认同可以减轻受到威胁的民族认同的负面影响。与民族认同强、民族认同弱的学生相比，民族认同强和民族认同强的学生的刻板印象威胁与归属感的负相关关系应该更小。此外，拟议的项目调查了这些影响对族群内外成员以及面对面和数字接触情况下的社会接近动机的普遍性。