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

并非所有具有移民背景的族裔儿童和青少年群体都平等地融入德国教育体系。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。与成绩有关的消极陈规定型观念可能助长教育方面的这些族裔差异。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刻板印象学生对学术领域的社会归属感和他们的社会接近动机（即，在教育领域与同龄人建立和保持积极的社会关系的动机）。这些刻板印象威胁的社会后果可能会降低移民背景学生的社会资本，从而导致种族教育差异。在一项横断面问卷调查研究与移民背景的学生（9年级），我们调查是否感知刻板印象的威胁是与较低的社会接近的动机，介导的归属感降低的学术领域。此外，我们调查了多重社会身份（与种族群体的起源和德国接收社会的认同）的刻板印象威胁的社会后果的相互作用。我们假设，一个强大的民族认同可以减轻受到威胁的民族认同的负面影响。与民族认同感强、民族认同感弱的学生相比，民族认同感强、民族认同感强的学生感知刻板印象威胁与归属感的负相关较小。 此外，拟议中的项目调查这些影响的普遍性的社会方法的动机对成员的种族内和外组，以及在面对面和数字接触的情况。

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.