Stereotype Threat and a Multiple Identity Intervention Among First‐ and Second‐Generation Students of Migrant Descent
Haliemah Mocevic, Burkhard Gniewosz · 2025 · 2 citationsRead the paper
This study investigates the effects of stereotype threat on academic performance among first- and second-generation students of migrant descent in Austria and evaluates the effectiveness of a multiple identity intervention in mitigating such effects. In a randomized classroom quasi-experiment (N = 452, Mage = 15.15, 67.7% female), students were exposed to stereotype activation or control prompts and assigned to a single or multiple identity reflection condition before completing a standardized test. Moderation analyses examined performance differences across migrant status groups. Second-generation students of migrant descent performed worse under stereotype activation, indicating stereotype threat susceptibility. The multiple identity intervention was associated with better performance for these students, though effects did not depend on stereotype activation and should be interpreted with caution. No significant effects were found for first-generation students of migrant descent. However, given their relatively small sample size, these null findings may also reflect limited statistical power. Findings suggest that stereotype threat poses specific challenges for second-generation students of migrant descent. Multiple identity interventions may enhance performance by activating broader identity resources. These results underline the importance of subgroup-sensitive identity interventions that can be implemented flexibly within diverse educational settings.
What the full text shows
Tested in real conditions- Stereotype activation lowered academic performance specifically for second-generation students of migrant descent. (Second-generation students of migrant descent in a standardized test setting)
- Multiple identity priming was associated with higher academic performance for second-generation students, regardless of stereotype activation. (Second-generation students of migrant descent)
- No significant effect of stereotype threat or identity priming was found for first-generation students of migrant descent. (First-generation students of migrant descent)
- Multiple identity priming did not act as a buffer to mitigate the negative effects of stereotype threat (no significant three-way interaction). (Across all migrant status groups)
- Setup
- N = 452 students (grades 9-10, mean age 15.15) from 21 classrooms in five academic-track schools in Upper Austria; 34.7% had a migration background (8.5% first-generation, 26.2% second-generation).
- How
- A randomized classroom quasi-experiment using a 2x2x3 design (Stereotype Activation x Identity Priming x Migrant Status). Participants completed a 40-item verbal and mathematical test after being exposed to either stereotype-activating or control prompts and either a multiple or single identity reflection task.
- Limitations
- Small sample size of first-generation students (N = 38) limiting statistical power. · Lack of manipulation checks to confirm students perceived the stereotype activation as intended. · Cross-sectional design precludes causal conclusions. · Simplistic categorization of migrant status that ignores ethnic background or language proficiency.
Summarized by Gemma 4 from the open-access full text · 14 Oct 2026. Read it