piwik-script

English Intern
Research Network on Social Inequality

Prof. Dr. Sarah Martiny

Prof. Dr. Sarah Martiny

Associate Professor in Social and Community Psychology, UiT The Arctic University of Norway


Forschungsinteressen:

  • Beziehungen zwischen Gruppen
  • Soziale Ungleichheit
  • Soziale Identitätstheorie
  • Stereotype Threat Theorie
  • Immigration

mailto:sarah.martiny@uit.no

Veröffentlichungen:

Martiny, S. E. & Froehlich, L. (in press). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse fuer jugendliche Gefluechtete und Jungendliche mit Migrationshintergrund im deutschen  Bildungssystem. In S. Stuermer und A. Rohrman (Eds.). Beitraege zur angewandten Psychologie.
Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., & Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation of the performance of Turkish-origin high school students. Learning and Individual Differences, 56, 76-84.
Martiny S. E., Froehlich, L., Deaux, K., & Mok, S. Y. (2017). Defining ethnic, national, and dual identities: Structure, antecedents, and consequences of multiple social identities of Turkish‐origin high school students in Germany. Journal of Community & Applied Social Psychology. Online veröffentlicht am 29. Mai 2017. DOI: 10.1002/casp.2318
Bruckmüller, S., Reese, G., & Martiny, S. E. (2017). Is higher inequality less legitimate? Depends on how you frame it. British Journal of Social Psychology, 56 (4), 766–781. doi:10.1111/bjso.12202
Schuster, C. & Martiny, S. E. (2016). Not feeling good in STEM: Effects of stereotype activation and anticipated affect on women’s career aspirations. Sex Roles, 76, 40-55
Mok S. Y., Martiny S. E., Gleibs I. H., Keller M. M., & Froehlich L. (2016). The relationship between ethnic classroom composition and Turkish-origin and German students’ reading performance and sense of belonging. Front. Psychol. 7:1071.
Froehlich, L., Martiny, S. E., Deaux, K., & Mok, S. Y. (2016). “It’s their responsibility, not ours” –Competence stereotypes and causal attributions for immigrants’ academic underperformance. Social Psychology, 47, 74-86.
Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T., & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects. British Journal of Social Psychology, 55, 564-587.
Martiny, S. E., & Rubin, M. (2016). Towards a clearer understanding of social identity theory’s self-esteem hypothesis. In S. McKeown, R. Haji & N. Ferguson (Eds.), Understanding peace and conflict through social identity theory. Springer.
Schuster, C., Martiny, S. E., & Schmader, T. (2015). Distracted by the unthought - Suppression and reappraisal of mind wandering under stereotype threat. PLoS ONE 10, e0122207
Martiny, S. E., & Kessler, T. (2014). Managing one’s social identity: Successful and unsuccessful identity management. European Journal of Social Psychology, 44, 748-757.
Martiny, S. E., Mok. S. Y., Deaux, K., & Froehlich, L. (2014). Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high Schools. Revue Internationale de Psychologie Sociale, 27, 205-225.