Turkish-origin migrants on average show lower academic performance than Germans. This achievement gap cannot be fully explained by socio-economic differences between the groups. Negative competence stereotypes about Turkish-origin students predict the causal attributions that German preservice teachers make for migrants' academic underperformance. Specifically, the more strongly preservice teachers endorse negative competence stereotypes, the more likely they are to attribute academic underperformance of Turkish-origin migrants to the migrants themselves and less to the educational system. Stereotype threat theory posits that the activation of stereotypes in test situations can reduce the performance of members of the negatively stereotyped group. Based on this theory, we propose that negative stereotypes provide a social-psychological explanation for the academic underperformance of Turkish-origin migrants compared to Germans. A series of six experiments conducted within a research project funded by the German Ministry of Education and Research investigated stereotype threat effects for Turkish-origin migrants. Two new moderator variables were identified: implicit theory of intelligence and vertical collectivism. A meta-analysis of the six studies showed a small, non-significant mean effect for stereotype threat main effects, but a significant medium-sized mean effect for moderated stereotype threat effects. Limitations and practical implications of stereotype threat effects in educational settings are discussed.

This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority ( N  = 1,875, M age  = 14.56) and Turkish and Moroccan-minority adolescents ( N  = 1,445, M age  = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.

In two studies, we investigated how intersecting social categories shape views of immigrants in the United States. In Study 1, we analyzed 310 attributes generated by 92 participants for the category of immigrant and 30 additional immigrant groups with intersecting social categories (e.g. “undocumented immigrant”) reflecting various levels of social status. Using the Meaning Extraction Method (MEM) and factor analysis to examine shared meanings, we identified five factors; further comparative analyses of immigrant groups focused on the first two factors (Vulnerable vs. Hardworking, Drain vs. Asset). The importance of legal status for judgments on these two factors was evident in comparisons of the generic immigrant with four specific legal intersections. An examination of all 31 groups of immigrants showed that higher status groups were perceived as Hardworking (less Vulnerable) and high national Assets (low Drain), while lower status groups varied in Vulnerability perceptions but were generally thought to be Drains on the nation rather than Assets. In Study 2, 270 participants evaluated intersectional immigrant social categories that differed in combinations of higher status (privileged) and lower status (marginalized) social group memberships, using scales based on the terms identified by the factors in Study 1. Participants rated immigrant groups with two privileged statuses as less vulnerable and more likely to be an asset to the nation than immigrant groups with two marginalized or mixed statuses. The utility of a bottom-up intersectional approach to assess stereotype content of immigrant groups is discussed.

This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian‐majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan‐minority adolescents (N = 1,445, Mage = 15.07). Latent‐Growth‐Mixture‐Models of student‐reported teacher support and rejection over 3 years revealed three trajectories per group: normative‐positive (high support, low rejection) and decreasing‐negative (moderate support, high‐decreasing rejection) for both groups, increasing‐negative (moderate support, low‐increasing rejection) for minority, moderate‐positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative‐positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative‐positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.

How immigrants define their ethnicity and nationality is relevant for integration: They can identify with their ethnic group, the receiving society, and a combination of both. A longitudinal study with elementary-school children with migration background ( N = 200; age 9-10) in Germany investigated the predictors and stability of ethnic and national identity. Ethnic identity was more highly endorsed than national identity. National and dual identity were compatible (i.e., positively related), whereas ethnic identity was compartmentalized (i.e., unrelated to national and dual identity). Contact with Germans predicted national identity over time, but not vice versa. Thus, the study contributes to a better understanding of multiple social identities of young ethnic minority children in light of social-psychological theories of social identity development. .

How immigrants define their ethnicity and nationality is relevant for integration: They can identify with their ethnic group, the receiving society, and a combination of both. A longitudinal study with elementary-school children with migration background (N = 200; age 910) in Germany investigated the predictors and stability of ethnic and national identities. Ethnic identity was more highly endorsed than national identity. National and dual identities were compatible (i.e., positively related), whereas ethnic identity was compartmentalized (i.e., unrelated to national and dual identities). Contact with Germans predicted national identity over time, but not vice versa. Thus, the study contributes to a better understanding of multiple social identities of young ethnic minority children in light of social psychological theories of social identity development.

Immigrants and their descendants typically identify with ethnic, national, religious, and/or regional groups, in various combinations and with varying degrees of compatibility or conflict. Research and theorizing on these patterns of identification, as represented in this issue, suggest guideposts for future research and domains for policy development. Here, we identify some of the issues that warrant additional research and we consider implications of existing research on dual (or multiple) identification for the development and implementation of policies related to immigrants. Examples of the former include the need for careful specification of concepts, the consideration of multiple dimensions of identity, deeper examination of identity meanings, methodological extensions in time and space, and greater theoretical integration. Policy development will require greater attention to various identity combinations, advocacy for national inclusivity, the promotion of sites for positive intergroup contact, and maximizing the potential for immigrants with multiple identities to help bridge intergroup gaps.

Immigrants and their descendants make up a growing share of the population in countries across Europe, North America, and Oceania. This large-scale immigration challenges once relatively stable notions of ethnic, national (or regional), and religious identities. Immigrants and their children confront the task of defining themselves in a new and unfamiliar context. Questions regarding immigrants’ identifications with their ethnic and national groups—but also with local, religious, and supranational groups—have animated national policy debates. This special issue brings together research on migrants’ sense of a “being both,” and the research and policy implications of this particular form of multiple identification. This introductory article discusses the conceptualisation of multiple identification, the importance of group dynamics for the adoption of dual identities, as well as the implications of identification with multiple social groups for immigrants and their receiving societies.

In the last half century, the United States has undergone a profound demographic transformation in the wake of a massive inflow of immigrants. In 2016, immigrants represented approximately 14 percent of the U.S. population; together with their U.S.-born children the figure was more than 25 percent,

Presents an obituary for Elizabeth Deutsch Capaldi Phillips (1945-2017). Always known as Betty, she was an important contributor to the scientific literature and a force in higher education. Beginning as an assistant professor at Purdue University in 1969, Betty rose through the ranks and served as head of the Department of Psychological Sciences (1983-1988) and assistant dean of the Graduate School (1982-1986). Academic administration suited her: After moving to the University of Florida as a professor in 1988, she was appointed provost (1996-1999). Four years later she moved to the University of Buffalo as provost (2000-2003) and subsequently subsequently was appointed vice chancellor and chief of staff at the State University of New York (2003-2006). Betty's final academic position was as provost of Arizona State University (2006-2013). Throughout her career, Betty conducted research on the psychology of eating. She published over 80 articles and chapters and edited two books (both published by the American Psychological Association). (PsycINFO Database Record

This chapter provides a framework designed to address how individual persons respond to changes and continuities in social systems and historical circumstances at different life stages and in different generations. We include a focus on systematic differences among the people who experience these changes in the social environment—differences both in the particular situations they find themselves in and in their personalities. Using examples from research on divorce, immigration, social movement participation, and experiences of catastrophic events, we make a case for an integrated personality and social psychology that extends the analysis across time and works within socially and historically important contexts.

Demographic changes and increasing diversity in the United States bring about changes in how people define themselves and how they categorize others. I describe three issues that are relevant to the labeling and self-definition of ethnic groups in U.S. society: (1) the creation and definition of identity categories, (2) the subjectivity of self-definition, and (3) the flexibility of identity expression. In each case, substantial research from social psychology and related disciplines supports a socially constructed definition and use of ethnic categories, wherein identities are subject to the influence of local and national norms and are amenable to change across situations and over time.

The number of immigrants and children born to immigrant parents in Europe has risen steadily. Related to debates as to how best integrate immigrants, research points to the importance of investigating the structure as well as antecedents and consequences of immigrants' multiple identities. Here, we explore the relationship between three different identities endorsed by adolescent Turkish-origin immigrants in Germany: ethnic identity (i.e., Turkish identity), national identity (i.e., German identity), and dual identity (i.e., German-Turkish identity). In two studies, Turkish-origin adolescents in Germany (Study 1: N = 91, age: M = 15.18, SD = 0.97; Study 2: N = 95, age: M = 15.26, SD = 0.90) completed measures of multiple identities, contact with native Germans, and feelings of being integrated in Germany. Results show that adolescents' dual identity was positively related to their national identity but negatively related to their ethnic identity. Ethnic and national identities were also negatively related. Further, when Turkish-origin students had more contact with native Germans, they felt more at home in Germany, mediated by their national and dual identity. Results are discussed in terms of the role that identity construction plays in the integration of immigrants into host societies.

The activation of negative stereotypes in achievement situations can lead to decreased performance (i.e., stereotype threat effect). Research has shown that stereotype threat effects increase when performance outcomes become more important. Cultural value orientations such as vertical collectivism can influence the perceived importance of performance outcomes. For this reason, we investigate the interaction between vertical collectivism and the activation of negative stereotypes on the academic performance of migrant students. More precisely, we argue that the more Turkish-origin students endorse vertical collectivism (i.e., the willingness to sacrifice individual interests for their group's interests), the more they try to meet their group's high achievement expectations after negative stereotype activation. This increases performance pressure and thus impairs their performance. We further argue that vertical collectivism increases migrants students' motivation to temporarily join a high performing outgroup in order to achieve high performance outcomes in the future. An experiment conducted in classrooms (N = 94) with Turkish-origin students confirmed our hypotheses. Implications for dealing with stereotype threat in educational contexts are discussed.

Janet Taylor Spence was a history-making figure in professional psychology and in the study of gender. In the period between her birth in 1923 and her death in 2015, vast changes took place in both domains, and Janet Spence was at the center of both. This issue of Sex Roles is dedicated to her life and work, providing a perspective and an accounting of the contributions that she made to our field. The set of papers included here chronicle Janet’s career path, evaluate the impact of her work in the areas of anxiety and of gender, recount memories from her colleagues and students, and in a closing article, analyze her place in the larger historical domain of women in psychology.