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@misc{Froehlich.14.11.2019,
 author = {Froehlich, Laura and Martiny, Sarah E. and Deaux, Kay},
 date = {14.11.2019},
 title = {{A longitudinal investigation of the ethnic and national identities of children with migration background in Germany}},
 url = {https://osf.io/dyqpa/}
}


@misc{ForschungsdatenzentrumamInstitutzurQualitatsentwicklungimBildungswesen.2019,
 author = {{Forschungsdatenzentrum am Institut zur Qualitätsentwicklung im Bildungswesen}},
 date = {2019},
 title = {{Stereotype Threat: Skalenhandbuch zur Dokumentation der Erhebungsinstrumente}},
 url = {https://www.iqb.hu-berlin.de/fdz/studies/Stereotype_Threat},
 address = {Berlin},
 institution = {{Institut zur Qualitätsentwicklung im Bildungswesen}},
 doi = {10.5159/IQB{\textunderscore }Stereotype{\textunderscore }Threat{\textunderscore }Skalendokumentation{\textunderscore }v1}
}


@article{Froehlich.2019,
 author = {Froehlich, Laura and Martiny, Sarah E. and Deaux, Kay},
 year = {2019},
 title = {{A Longitudinal Investigation of the Ethnic and National Identities of Children With Migration Background in Germany}},
 pages = {1--15},
 issn = {1864-9335 2151-2590},
 journal = {{Social Psychology}},
 doi = {10.1027/1864-9335/a000403}
}


@article{Froehlich.2018,
 author = {Froehlich, Laura and Mok, Sog Yee and Martiny, Sarah E. and Deaux, Kay},
 year = {2018},
 title = {{Stereotype threat effects for Turkish-origin immigrants in Germany: Taking stock of cumulative research evidence}},
 pages = {1--25},
 journal = {{European Educational Research Journal}}
}


@article{Mok.2017,
 author = {Mok, Sog Yee and Martiny, Sarah E. and Gleibs, Ilka H. and Deaux, Kay and Froehlich, Laura},
 year = {2017},
 title = {{The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students}},
 pages = {76--84},
 volume = {56},
 issn = {10416080},
 journal = {{Learning and Individual Differences}},
 doi = {10.1016/j.lindif.2017.05.002}
}


@article{Froehlich.2016,
 abstract = {This research explores implicit theory of intelligence (TOI) as a moderator of stereotype activation effects on test performance for members of negatively stereotyped and of favourably stereotyped groups. In Germany, Turkish-origin migrants are stereotyped as low in verbal ability. We predicted that on a test diagnostic of verbal intelligence, endorsement of an entity TOI predicts stereotype threat effects for Turkish-origin students and stereotype lift effects for German students. This effect could account for some of the performance gap between immigrants and host society members after stereotype activation. Study 1 (N~=~107) established structural equivalence of implicit theories across the ethnic groups. In two experimental studies (Study 2: N~=~182, Study 3: N~=~190), we tested the moderating effect of TOI in a 2 (stereotype activation: diagnostic vs. non-diagnostic test)~×~2 (ethnicity: German vs. Turkish migration background) experimental design. The results showed that when the test was described as diagnostic of verbal intelligence, higher entity theory endorsement predicted stereotype threat effects for Turkish-origin students (Study 2 and Study 3) and stereotype lift effects for German students (Study 3). The results are discussed in terms of practical implications for educational settings and theoretical implications for processes underlying stereotype activation effects.},
 author = {Froehlich, Laura and Martiny, Sarah E. and Deaux, Kay and Goetz, Thomas and Mok, Sog Yee},
 year = {2016},
 title = {{Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects}},
 pages = {564--587},
 volume = {55},
 number = {3},
 journal = {{The British journal of social psychology}},
 doi = {10.1111/bjso.12144}
}


@article{Froehlich.2016b,
 author = {Froehlich, Laura and Martiny, Sarah E. and Deaux, Kay and Mok, Sog Yee},
 year = {2016},
 title = {{“It’s Their Responsibility, Not Ours”}},
 pages = {74--86},
 volume = {47},
 number = {2},
 issn = {1864-9335 2151-2590},
 journal = {{Social Psychology}},
 doi = {10.1027/1864-9335/a000260}
}


@book{Martiny.2016,
 author = {Martiny, Sarah E.},
 year = {2016},
 title = {{Stereotype Threat als Ursache niedriger Leistungen von Schülerinnen und Schülern mit Migrationshintergrund im deutschen Bildungssystem}},
 address = {Konstanz},
 publisher = {{Universität Konstanz}}
}


@article{Mok.2016,
 abstract = {Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.},
 author = {Mok, Sog Yee and Martiny, Sarah E. and Gleibs, Ilka H. and Keller, Melanie M. and Froehlich, Laura},
 year = {2016},
 title = {{The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging}},
 url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01071/full},
 urldate = {11.08.2021},
 volume = {7},
 issn = {1664-1078},
 journal = {{Frontiers in Psychology}},
 doi = {10.3389/fpsyg.2016.01071},
 file = {fpsyg-07-01071:Attachments/fpsyg-07-01071.pdf:application/pdf}
}


@article{Martiny.2015,
 author = {Martiny, Sarah Elisabeth and Froehlich, Laura and Mok, Sog Yee},
 year = {2015},
 title = {{Stereotype Threat als Ursache niedriger Leistungen von Schülerinnen und Schülern mit Migrationshintergrund im deutschen Bildungssytem : Schlussbericht : Projektlaufzeit: 01.01.2012-28.02.2015}},
 journal = {{Stereotype Threat als Ursache niedriger Leistungen von Schülerinnen und Schülern mit Migrationshintergrund im deutschen Bildungssytem}},
 doi = {10.2314/GBV:853500274}
}


@article{Mok.2015,
 abstract = {{\#}deutsch{\#}In diesem Artikel möchten wir anhand aktueller Forschungsergebnisse beleuchten, was Stereotype sind und wie sich negative Stereotype gegenüber verschiedenen Schülergruppen im Schulkontext auf ihre Leistungen auswirken können. Darüber hinaus werden praktische Beispiele aus der Sicht von Frau Scholz als Lehrkraft zum Umgang mit Stereotypen in der Schule sowie einfach anwendbare Interventionsmöglichkeiten dargestellt.},
 author = {Mok, Sog Yee and Froehlich, Laura and Scholz, Christina},
 year = {2015},
 title = {{Leistungsminderung durch negative Stereotype im Schulkontext}},
 url = {https://schule.neckar-verlag.de/leistungsminderung-durch-negative-stereotype-im-schulkontext},
 pages = {28--31},
 volume = {41},
 number = {1},
 journal = {{Lehren {\&} lernen}}
}


@article{Martiny.2014,
 author = {Martiny, Sarah E. and Mok, Sog Yee and Deaux, Kay and Froehlich, Laura},
 year = {2014},
 title = {{Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools}},
 pages = {205--225},
 volume = {3},
 number = {27},
 journal = {{Revue internationale de psychologie sociale}}
}


@book{Inzlicht.2012,
 year = {2012},
 title = {{Stereotype threat: Theory, process, and application}},
 address = {Oxford},
 publisher = {{Oxford University Press}},
 isbn = {978-0-19-973244-9},
 editor = {Inzlicht, Michael and Schmader, T.}
}


@incollection{Martiny.2011,
 abstract = {{\#}deutsch{\#}Stereotype Threat bezeichnet das Phänomen, dass das Aktivieren negativer Stereotype in Leistungssituationen zu reduzierten Leistungen führen kann. Der vorliegende Beitrag gibt einen Überblick über den aktuellen Stand der Forschung zu Stereotype Threat. Eingegangen wird auch auf Stereotype Threat bei Hochleistenden. Es wird zunächst eine Einbettung des Phänomens Stereotype Threat in die Theorie der sozialen Identität vorgenommen. Anschließend wird ein Wirkungsmodell entwickelt, anhand dessen zentrale Mediatoren und Moderatoren zum Zusammenhang zwischen der Aktivierung negativer Stereotype auf der einen und Leistung bzw. Motivation auf der anderen Seite aufgezeigt werden. Es folgen theoretische Überlegungen und empirische Befunde zu Stereotype Threat bei Menschen mit besonders günstigen Leistungsvoraussetzungen. Nachdem die negativen Konsequenzen von Stereotypaktivierung auf motivationale Variablen dargestellt werden, wird die ökologische Validität des Effekts demonstriert. Der Beitrag schließt mit der Diskussion möglicher Interventionsstrategien und ihrer Umsetzbarkeit in der Praxis. (DIPF/Orig.).},
 author = {Martiny, Sarah E. and Götz, Thomas and Dresel, Markus and Lämmle, Lena},
 title = {{Stereotype Threat in Lern- und Leistungssituationen: Theoretische Ansätze, empirische Befunde und praktische Implikationen}},
 pages = {153--177},
 publisher = {LIT},
 isbn = {3-643-11346-3},
 series = {{Talentförderung, Expertiseentwicklung, Leistungsexzellenz}},
 editor = {Dresel, Markus and Lämmle, Lena},
 booktitle = {{Motivation, Selbstregulation und Leistungsexzellenz}},
 year = {2011},
 address = {Münster}
}