Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning.

Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1;  = 26.29 years; 75.2% female) and school students' (Study 2;  = 14.

Can I dismiss the stereotype - as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning.

Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of the stereotype. In an experimental study, Turkish- and German-origin students ( = 182) living in Germany worked individually on a tablet on a vocabulary learning task instructed by a teacher in a video tutorial who introduced herself with either a Turkish or German name.