Abstract
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.