How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence
Jannika Haase, Elisabeth Höhne, Bettina Hannover, Nele McElvany, Lysann Zander
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引用次数: 0
Abstract
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.
期刊介绍：
The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
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