New journal article in European Journal of Psychology of Education published

The paper presents results of the DFG-funded project on Stereotype Threat in vocabulary learning situations. While Stereotype Threat effects on achievement are empirically well documented, little is known about whether Stereotype Threat also impairs learning. Thus, vocabulary learning in language minority elementary school students was investigated, also searching for potential moderators. The results showed that learning new words was independent of Stereotype Threat effects. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible Stereotype Threat effect. Implications for future research include examining the question at what age children become susceptible to Stereotype Threat and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of Stereotype Threat effects occurring.

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