Details
| Original language | English |
|---|---|
| Pages (from-to) | 745-766 |
| Number of pages | 22 |
| Journal | Social psychology of education |
| Volume | 25 |
| Issue number | 4 |
| Publication status | Published - Aug 2022 |
Abstract
Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of the stereotype. In an experimental study, Turkish- and German-origin students (N = 182) living in Germany worked individually on a tablet on a vocabulary learning task instructed by a teacher in a video tutorial who introduced herself with either a Turkish or German name. Before the task, the teacher either mentioned that students in general (no stereotype activation) or students who speak Turkish in their families (stereotype activation) often have difficulties acquiring new vocabulary. A multiple-group regression analysis showed that Turkish-origin students learned significantly more under stereotype activation with the Turkish-origin teacher than in all other conditions. Results suggest that students are particularly motivated to learn when the teacher represents their ingroup targeted by negative stereotypes and openly addresses potential difficulties students of the stigmatized ingroup may encounter. We discuss the findings in light of the literature on stereotype threat and on the role of ingroup expert models.
Keywords
- Ingroup role model, Mitigation of stereotype threat, Stereotype activation, Turkish immigrant students, Vocabulary learning
ASJC Scopus subject areas
- Psychology(all)
- Social Psychology
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Sociology and Political Science
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In: Social psychology of education, Vol. 25, No. 4, 08.2022, p. 745-766.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning
AU - Ollrogge, Karen
AU - Frühauf, Madita
AU - Mros, Theresa
AU - Böttger, Julia
AU - Höhne, Elisabeth
AU - McElvany, Nele
AU - Zander, Lysann
AU - Hannover, Bettina
N1 - Open Access funding enabled and organized by Projekt DEAL.
PY - 2022/8
Y1 - 2022/8
N2 - Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of the stereotype. In an experimental study, Turkish- and German-origin students (N = 182) living in Germany worked individually on a tablet on a vocabulary learning task instructed by a teacher in a video tutorial who introduced herself with either a Turkish or German name. Before the task, the teacher either mentioned that students in general (no stereotype activation) or students who speak Turkish in their families (stereotype activation) often have difficulties acquiring new vocabulary. A multiple-group regression analysis showed that Turkish-origin students learned significantly more under stereotype activation with the Turkish-origin teacher than in all other conditions. Results suggest that students are particularly motivated to learn when the teacher represents their ingroup targeted by negative stereotypes and openly addresses potential difficulties students of the stigmatized ingroup may encounter. We discuss the findings in light of the literature on stereotype threat and on the role of ingroup expert models.
AB - Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of the stereotype. In an experimental study, Turkish- and German-origin students (N = 182) living in Germany worked individually on a tablet on a vocabulary learning task instructed by a teacher in a video tutorial who introduced herself with either a Turkish or German name. Before the task, the teacher either mentioned that students in general (no stereotype activation) or students who speak Turkish in their families (stereotype activation) often have difficulties acquiring new vocabulary. A multiple-group regression analysis showed that Turkish-origin students learned significantly more under stereotype activation with the Turkish-origin teacher than in all other conditions. Results suggest that students are particularly motivated to learn when the teacher represents their ingroup targeted by negative stereotypes and openly addresses potential difficulties students of the stigmatized ingroup may encounter. We discuss the findings in light of the literature on stereotype threat and on the role of ingroup expert models.
KW - Ingroup role model
KW - Mitigation of stereotype threat
KW - Stereotype activation
KW - Turkish immigrant students
KW - Vocabulary learning
UR - http://www.scopus.com/inward/record.url?scp=85133435423&partnerID=8YFLogxK
U2 - 10.1007/s11218-022-09707-5
DO - 10.1007/s11218-022-09707-5
M3 - Article
AN - SCOPUS:85133435423
VL - 25
SP - 745
EP - 766
JO - Social psychology of education
JF - Social psychology of education
SN - 1381-2890
IS - 4
ER -