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How Do Others Think about My Group? Adolescents' Meta-Stereotypes about Turkish- and German-Origin Students' Subject-Related German and General School Competence

Authors :
Jannika Haase
Elisabeth Höhne
Bettina Hannover
Nele McElvany
Lysann Zander
Source :
Social Psychology of Education: An International Journal. 2024 27(2):523-542.
Publication Year :
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.

Details

Language :
English
ISSN :
1381-2890 and 1573-1928
Volume :
27
Issue :
2
Database :
ERIC
Journal :
Social Psychology of Education: An International Journal
Publication Type :
Academic Journal
Accession number :
EJ1417448
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1007/s11218-023-09836-5