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<p>This study focuses on the phenomenon of stereotype threat as a&#xa0;psychological barrier to participation for students with a&#xa0;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&#xa0;quasi-experimental study with a&#xa0;control group design, the impact of stereotype activation on the performance of 220 students in the 9th and 10th&#xa0;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&#xa0;performance-reducing effect of stereotype activation (stereotype threat effect). The article showed that a&#xa0;strong identification with the ethnic-cultural group and a&#xa0;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&#xa0;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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月15日

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  • Haliemah Mocevic,
  • Burkhard Gniewosz

摘要

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.