Stereotype threat in learning situations? An investigation among language minority students
Bibliographic Data
| ID | 21490664 |
|---|---|
| Authors | Sabrina König (0000-0002-8360-7080, TU Dortmund University, corresponding author), Justine Stang (0000-0002-7177-0016, TU Dortmund University), Bettina Hannover (0000-0003-1916-8455, Freie Universität Berlin), Lysann Zander (0000-0001-7075-3436, Leibniz University Hannover), Nele Mcelvany (0000-0001-8649-5523, TU Dortmund University) |
| Year | 2023 |
| Volume | 38 |
| Issue | 2 |
| Pages | 841-864 |
| Publication date | 2023-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-022-00618-9 |
| OpenAlex | W4280636332 |
| Language | EN |
| References cited | 69 |
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 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
Developmental psychology · Educational psychology · Linguistics · Narrative · Stereotype threat · Vocabulary · Communication in Education and Healthcare · Gender Studies in Language · Psychology · Social and Intergroup Psychology · Social Psychology
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Bayesian inference for psychology. Part I
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Biculturalism and Adjustment
| Citation velocity | historical |
|---|---|
| Highly cited | No |