Stereotype threat and the cognitive performance of adolescent immigrants: The role of cultural identity strength

Weber, Silvana; Appel, Markus; Kronberger, Nicole

doi:10.1016/j.cedpsych.2015.05.001

Cited by 34 publications

(12 citation statements)

References 80 publications

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“…Conversely, assimilated identifiers may be protected from threat because they attach less value to the minority group as target of threat. Similarly, ST research on multiply‐held identities reveals that shifting focus away from the stereotyped minority identity to a nonstereotyped group identity, a majority identity in this case, attenuates threat effects (McGlone & Aronson, ), or may even enable a challenge response, that is, increased performance in the face of threat (Weber, Appel, & Kronberger, ).…”

Section: Discussionmentioning

confidence: 99%

The Up‐ and Downside of Dual Identity: Stereotype Threat and Minority Performance

Baysu

Phalet

2019

Journal of Social Issues

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Social identity and acculturation research mostly documents benefits of dual identity for immigrant minorities' adaptation. Drawing on stereotype threat research, we argue that dual identity can be (1) beneficial in low-threat contexts and (2) costly in high-threat contexts. Two field experiments in schools induced stereotype threat by randomly assigning minority students (Study 1: N = 174, Study 2: N = 735) to stereotype threat (making ethnicity salient) versus control conditions before taking a test. We assessed dual identity as dual commitments to (combined) minority and majority cultures. In support of the predicted benefits of dual identity in low-threat contexts, dual identifiers outperformed and had higher self-esteem than did otherwise-identified students in the control condition, while the advantage of dual identity disappeared in the threat condition (Study 1). In support of the predicted costs of a dual identity in high-threat contexts, dual identifiers reported more anxiety (Study 1) and performed worse (Study 2) in the threat condition compared to the control condition. These experimental findings suggest that dual identities may either help or hinder minority performance depending on stereotype threat in academic contexts.With continuing immigration into Western countries, the integration and success of immigrant minorities has become a major public concern. International

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Section: Discussionmentioning

confidence: 99%

The Up‐ and Downside of Dual Identity: Stereotype Threat and Minority Performance

Baysu

Phalet

2019

Journal of Social Issues

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“…Others have advocated that it can be beneficial for minorities to focus on only a single common (national) in‐group identity as a way to increase inclusiveness and improve intergroup relations (Dovidio et al., 2007). Relatedly, it has been shown that immigrant minorities who value their national identity perform better than low national‐identifiers in the face of an explicit stereotype threat manipulation (Weber et al., 2015). However, re‐categorization of ethnic minorities into one common group can also be understood as a “colorblind” or “assimilationist” strategy (Dovidio et al., 2007), in which ethnic minorities can be fully included only by adopting the mainstream cultural identity.…”

Section: The Social Context Of Affirmationmentioning

confidence: 99%

Self‐affirmation and test performance in ethnically diverse schools: A new dual‐identity affirmation intervention

Celeste

Baysu

Phalet

et al. 2021

Journal of Social Issues

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Lower ethnic minority achievement (relative to national average achievement levels) remains a concern in many countries, and affirmation interventions offer a promising approach to help reduce the relative achievement gap. We compared the effects of a conventional self‐affirmation intervention with a dual‐identity affirmation on test performance in a super‐diverse school that primarily served students from ethnic and cultural minority backgrounds (56% Black), in London, UK (N = 179, Mage = 12.29). A randomized design consisted of a new dual‐identity condition, a traditional self‐affirmation condition, and two control conditions—a “one‐group” condition and a non‐affirmation control condition. Teachers implemented the interventions in class, and test performance was the outcome measure. As expected, Black pupils outperformed non‐Black pupils when they undertook a dual‐identity affirmation exercise, while non‐Black pupils outperformed Black pupils in the traditional self‐affirmation condition. Stereotype threat partially mediated this effect: dual‐identity was less threatening for Black pupils than for non‐Black pupils, increasing the test performance of Black pupils. We propose dual‐identity affirmation as a promising affirmation intervention to reduce threat and improve the academic performance of lower achieving ethnic minorities in ethnically diverse settings. Implications for teachers as key players in affirmation interventions are discussed.

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“…The family's financial hardship and adolescents' commitment to the family core and community preclude career choices (Bonifacio, 2016). Their stress, due to the stereotype threat, in which the natives charge them with low cognitive abilities, may hinder their academic performance (Weber, Appel, & Kronberger, 2015). However, whenever academically superior to the natives, they respond with the immigrant paradox: They study more at home, score better on exams, and grow faster (Garcia Coll et al, 2012).…”

Section: The Contextmentioning

confidence: 99%

Personal Identity and Vocational Decision Difficulties: The Teenager Greek Immigrants of the Hellenic High School of Wuppertal, Germany

Anagnostara¹,

Papakitsos

2021

World Journal of Vocational Education and Training

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The purpose of this research was to examine the relationship between the identity formation of adolescent Greek immigrants in Germany and the difficulties they encounter in making vocational decisions, as a prerequisite to the consequent selection of relevant education and training. The psychometric tools Ego Identity Process Questionnaire (EIPQ) and The Career Decision Making Difficulties Questionnaire (CDDQ), as well as an improvised demographic questionnaire, were handed out to 100 pupils of the Hellenic High School of Wuppertal. The research results were interpreted in the light of Marcia's identity typology and Gati's theoretical model and revealed that: (a) Adolescents with an Identity Achievement had little difficulty in choosing a career, while others had considerable difficulty. (b) There was no relevance between age groups and identity typology. (c) Genders did not differ in identity typology and vocational decision-making difficulties. Both sexes seemed to have equal difficulty in their vocational pursuits. (d) School performance did not differ according to the type of identity. (e) The higher the school grades/performance, the higher the identity inquiry. (f) The greater the difficulties of adolescents in their vocational choices, the less committed they became. (g) The high and middle educational level of mothers (but not of fathers) led to higher rates of Identity Achievement. The difficulties of adolescents' vocational decision-making did not differ according to the educational level of their parents. (h) The duration of staying of adolescent immigrants in Germany was not correlated with difficulties in their vocational choices. Contribution/Originality:The findings aim to assist the educational community in coping with the vocational decision difficulties of teenager immigrants, seek to contribute to the relevant existing literature and to serve in the planning of vocational educational policies for adolescents abroad. INTRODUCTIONThe rites of passage are associated with entering new stages, with a change of status and age. The margin phase in which, among other things, they are distinguished, hovers somewhere between and betwixt (Turner, 1977). During adolescence, persons pass from childhood to adulthood, experiencing a second birth. They leave family protection, shake off their former outward image, and, until they make a new one, feel threatened by an invisible enemy, which may be their formerly frightened Self, adolescent vulnerability, anger (Dolto, Dolto-Tolitch, & Percheminier, 2012).Identity shaping, immigration, and vocational choice are perceived as rites of passage that may make it difficult for the adolescents, who may form a dysfunctional identity (Lightfoot, Cole, & Cole, 2014). They may also have difficulty making vocational decisions or making an inappropriate decision (Lent, Brown, & Hackett, 1994). Finally,

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Stereotype threat and the cognitive performance of adolescent immigrants: The role of cultural identity strength

Cited by 34 publications

References 80 publications

The Up‐ and Downside of Dual Identity: Stereotype Threat and Minority Performance

The Up‐ and Downside of Dual Identity: Stereotype Threat and Minority Performance

Self‐affirmation and test performance in ethnically diverse schools: A new dual‐identity affirmation intervention

Personal Identity and Vocational Decision Difficulties: The Teenager Greek Immigrants of the Hellenic High School of Wuppertal, Germany

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