Details
| Original language | English |
|---|---|
| Pages (from-to) | 523-542 |
| Number of pages | 20 |
| Journal | Social Psychology of Education |
| Volume | 27 |
| Issue number | 2 |
| Early online date | 6 Oct 2023 |
| Publication status | Published - Apr 2024 |
Abstract
In Germany, Turkish-origin students face negative competence-related stereotypes held by different groups in society, including teachers at school. While a large body of research has examined stereotypes (i.e., other-stereotypes) about immigrant students, little is known about their own competence-related meta-stereotypes, i.e., beliefs regarding the other-stereotypes that outgroup peers hold about them. The present study addresses this research gap by examining Turkish- and German-origin students’ meta-stereotypes about two dimensions of competencies not yet investigated, namely Turkish- and German-origin students’ subject-related German competence as well as their general school competence using a newly developed instrument combining verbal and non-verbal measures. These assessments are juxtaposed to the evaluations of a group of peers with other immigrant backgrounds (i.e., others’ meta-stereotypes). In line with previous evidence, we found positive meta-stereotypes (as well as other- and others’ meta-stereotypes) towards German-origin students reported by all three groups. However, our study is the first that supports the existence of negative meta-stereotypes (as well as other- and others’ meta-stereotypes) towards Turkish-origin adolescents, again, among all participants. This pattern was particularly pronounced regarding the dimension of subject-related German competence. We discuss the findings’ potential relevance for students’ self-concepts and intergroup interactions in classrooms.
Keywords
- Diverse ethnic groups, Intergroup attitudes, Meta-stereotypes, Other-stereotypes, School classes, Turkish- and German-origin students
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Psychology(all)
- Social Psychology
- Social Sciences(all)
- Sociology and Political Science
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In: Social Psychology of Education, Vol. 27, No. 2, 04.2024, p. 523-542.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence
AU - Haase, Jannika
AU - Höhne, Elisabeth
AU - Hannover, Bettina
AU - McElvany, Nele
AU - Zander, Lysann
N1 - Funding Information: Open Access funding enabled and organized by Projekt DEAL. Funding was provided by Deutsche Forschungsgemeinschaft (Grant No. ZA 911/2-1).
PY - 2024/4
Y1 - 2024/4
N2 - In Germany, Turkish-origin students face negative competence-related stereotypes held by different groups in society, including teachers at school. While a large body of research has examined stereotypes (i.e., other-stereotypes) about immigrant students, little is known about their own competence-related meta-stereotypes, i.e., beliefs regarding the other-stereotypes that outgroup peers hold about them. The present study addresses this research gap by examining Turkish- and German-origin students’ meta-stereotypes about two dimensions of competencies not yet investigated, namely Turkish- and German-origin students’ subject-related German competence as well as their general school competence using a newly developed instrument combining verbal and non-verbal measures. These assessments are juxtaposed to the evaluations of a group of peers with other immigrant backgrounds (i.e., others’ meta-stereotypes). In line with previous evidence, we found positive meta-stereotypes (as well as other- and others’ meta-stereotypes) towards German-origin students reported by all three groups. However, our study is the first that supports the existence of negative meta-stereotypes (as well as other- and others’ meta-stereotypes) towards Turkish-origin adolescents, again, among all participants. This pattern was particularly pronounced regarding the dimension of subject-related German competence. We discuss the findings’ potential relevance for students’ self-concepts and intergroup interactions in classrooms.
AB - In Germany, Turkish-origin students face negative competence-related stereotypes held by different groups in society, including teachers at school. While a large body of research has examined stereotypes (i.e., other-stereotypes) about immigrant students, little is known about their own competence-related meta-stereotypes, i.e., beliefs regarding the other-stereotypes that outgroup peers hold about them. The present study addresses this research gap by examining Turkish- and German-origin students’ meta-stereotypes about two dimensions of competencies not yet investigated, namely Turkish- and German-origin students’ subject-related German competence as well as their general school competence using a newly developed instrument combining verbal and non-verbal measures. These assessments are juxtaposed to the evaluations of a group of peers with other immigrant backgrounds (i.e., others’ meta-stereotypes). In line with previous evidence, we found positive meta-stereotypes (as well as other- and others’ meta-stereotypes) towards German-origin students reported by all three groups. However, our study is the first that supports the existence of negative meta-stereotypes (as well as other- and others’ meta-stereotypes) towards Turkish-origin adolescents, again, among all participants. This pattern was particularly pronounced regarding the dimension of subject-related German competence. We discuss the findings’ potential relevance for students’ self-concepts and intergroup interactions in classrooms.
KW - Diverse ethnic groups
KW - Intergroup attitudes
KW - Meta-stereotypes
KW - Other-stereotypes
KW - School classes
KW - Turkish- and German-origin students
UR - http://www.scopus.com/inward/record.url?scp=85173927273&partnerID=8YFLogxK
U2 - 10.1007/s11218-023-09836-5
DO - 10.1007/s11218-023-09836-5
M3 - Article
VL - 27
SP - 523
EP - 542
JO - Social Psychology of Education
JF - Social Psychology of Education
SN - 1381-2890
IS - 2
ER -