刻板印象威胁和多重身份干预在第一和第二代学生的移民后裔
Haliemah Mocevic1, Burkhard Gniewosz1
1University of Salzburg, Salzburg, Austria.
Journal of community psychology
|December 2, 2025
概括
刻板印象的威胁对第二代移民学生的学业表现产生了负面影响. 多重身份干预显示了潜在的好处,突出了针对不同学生群体量身定制的教育支持的需要.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 教育社会学教育的社会学
背景情况:
- 刻板印象的威胁可能会阻碍弱势学生群体的学业成绩.
- 了解第一代和第二代移民学生面临的具体挑战对于教育公平至关重要.
- 旨在加强学生自我意识和身份的干预措施可能会抵消负面的绩效影响.
研究的目的:
- 调查刻板印象威胁对奥地利第一和第二代移民学生学业成绩的影响.
- 评估多个身份干预在缓解刻板印象威胁效应方面的有效性.
- 基于移民世代地位和干预条件,探索绩效差异.
主要方法:
- 一个随机的课堂准实验,涉及452名学生 (Mage=15.15,67.7%是女性).
- 学生接触到刻板印象激活或控制提示,并分配到单个或多个身份反射条件.
- 进行了标准化测试,随后进行了适度分析,以检查移民群体之间的绩效差异.
主要成果:
- 移民后裔的第二代学生在刻板印象激活下表现较低,证实了刻板印象威胁的易感性.
- 多重身份干预与第二代学生的表现改善有关,尽管这一效应需要谨慎解释.
- 在第一代学生中没有观察到显著的绩效差异,这可能是由于子组的统计能力有限.
结论:
- 刻板印象的威胁在学术环境中为移民后裔的第二代学生带来了独特的挑战.
- 多重身份干预可以通过利用多样化的身份资源来提高学术表现.
- 对子组敏感和灵活的身份干预措施对于在教育环境中支持多样化的学生群体至关重要.
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