Stereotype Threat in Learning Situations? An Investigation among Language Minority Students

Autor/inn/en	König, Sabrina; Stang-Rabrig, Justine; Hannover, Bettina; Zander, Lysann; McElvany, Nele
Titel	Stereotype Threat in Learning Situations? An Investigation among Language Minority Students
Quelle	In: European Journal of Psychology of Education, 38 (2023) 2, S.841-864 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (König, Sabrina) ORCID (Stang-Rabrig, Justine) ORCID (Hannover, Bettina) ORCID (Zander, Lysann) ORCID (McElvany, Nele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00618-9
Schlagwörter	Language Skills; Vocabulary Development; Elementary School Students; Grade 4; Cultural Differences; Ethnic Stereotypes; Foreign Countries; Cultural Influences; Germany + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Wortschatzarbeit; School year 04; 4. Schuljahr; Schuljahr 04; Kultureller Unterschied; National stereotype; Nationales Stereotyp; Ausland; Cultural influence; Kultureinfluss; Deutschland
Abstract	Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (M[subscript Age] = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students' identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01