Stereotype threat occurs when an individual fears to affirm a negative threat about their group. In this video, SABRINA KÖNIG explores the extent to which implicit or explicit stereotype threat can explain learning discrepancies between immigrant students and their non-immigrant classmates. König and colleagues conducted a study in spring 2019 with 240 fourth graders (10 years old) in the German state of North Rhine Westphalia. The study identified no significant effects of stereotype threat in vocabulary learning situations. Stressing the importance of publishing this “null result” to counteract “publication bias”, König notes that ongoing work will explore the self identification of migrant status in greater depth.
The Center for Research on Education and School Development (IFS) at the TU Dortmund University is committed to all areas of education research – from the description, explanation, and improvement of the organization and management of schools and the school system, to the analysis of educational processes and educational outcomes of students of different age groups in different contexts. Not limited to students, the research takes into account parents, teachers, school administration, and institutional frameworks. A special focus is research into the reform and development processes of schools and the school system, as well as the necessary conditions for these processes and their outcomes.
Stereotype threat in learning situations? An investigation among language minority students
Published in 2022
Stereotype threat and the intellectual test performance of African Americans.
Published in 1995
Stereotypenbedrohung als Ursache für geringeren Wortschatzzuwachs bei Grundschulkindern mit Migrationshintergrund
Published in 2018
Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study
Published in 2015