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 Swantje Carolin

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 -