Laura Froehlich

Foto: Hardy Welsch

PD Dr. Laura Froehlich

Leiterin der Forschungsgruppe „Stereotype Threat“

E-Mail: laura.froehlich

Universitätsstraße 27 – PRG / Gebäude 5
Raum A 104 (1. Etage)
58097 Hagen

• Meine Kurzvita

  • Habilitation und Verleihung der Venia Legendi für das Fachgebiet „Psychologie“ durch die Fakultät für Psychologie der FernUniversität in Hagen (2023)
  • Leiterin der Nachwuchsgruppe Stereotype Threat (seit April 2021)
  • Postdoc am Lehrgebiet Sozialpsychologie der FernUniversität in Hagen (2015- 2021)
  • Promotion im Fach Psychologie (Dr. rer. nat.) an der Universität Konstanz (2015)
  • Wissenschaftliche Mitarbeiterin an der Universität Konstanz in einem BMBF-geförderten Projekt zu Stereotype Threat als Ursache niedriger Leistungen von Schüler*innen mit Migrationshintergrund im deutschen Bildungssystem (2012 – 2015)
  • Forschungsaufenthalt an der Universität Kyoto (2013)
  • Diplom in Psychologie an der Universität Hamburg (2011, Nebenfach Japanologie)
  • Auslandsstudium an der Sophia University Tokyo (2006 – 2007)
  • Vordiplom in Psychologie an der Universität Bielefeld (2006)

• Meine Forschungsinteressen

  • Sozialpsychologie und empirische Bildungsforschung
  • Stereotype über Ethnizität und Gender
  • Kulturvergleichende Perspektiven in der Sozialpsychologie
  • Soziale Identität und Bildungsintegration von Menschen mit Migrationshintergrund

• Meine Projekte in CATALPA

  • Forschungsgruppe Stereotype Threat

  • DECIDE - Detriments and Benefits of Choice in Distance Education

  • MULTIDIVERSE-CSCL - Effekte multiattributionaler Diversität in Computer-Supported Collaborative Learning erklären und gestalten

• Meine Publikationen im Rahmen von CATALPA

  2024

  Zeitschriftenartikel

  • Froehlich, L., & Weydner-Volkmann, S. (in press-b). Adaptive interventions reducing social identity threat to increase equity in higher distance education: A use case and ethical considerations on algorithmic fairness. Journal of Learning Analytics.
  • Froehlich, L., & Weydner-Volkmann, S. (in press-a). Adaptive interventions reducing social identity threat to increase equity in higher distance education: A use case and ethical considerations on algorithmic fairness. Journal of Learning Analytics.
  • Landmann, H., Winter, K., Froehlich, L., Klocke, U., Hechler, S., Nuesta Kayer D., Knab N., Hess F.M., Bender R., & Hellmann J.H. (in press). Transfer between science and practice: Findings from the Network of Social Psychology on Forced Migration and Integration. Transfer between science and practice: Findings from the Network of Social Psychology on Forced Migration and Integration.
  • Saxler, F. M., Dorrough, A. R., Froehlich, L., Block, K., Croft, A., Meeussen, L., Olsson, M. I. T., Schmader, T., Schuster, C., Van Grootel, S., Van Laar, C., Atkinson, C., Benson-Greenwald, T., Birneanu, A., Cavojova, V., Cheryan, S., Lee Kai Chung, A., Danyliuk, I., Dar-Nimrod, I., … Martiny, S. E. (2024). Did Descriptive and Prescriptive Norms About Gender Equality at Home Change During the COVID-19 Pandemic? A Cross-National Investigation. Personality and Social Psychology Bulletin, 01461672231219719. https://doi.org/10.1177/01461672231219719
  • Thorsteinsen, K., Heijens, M., Parks‐Stamm, E. J., Froehlich, L., & Martiny, S. E. (2024). The role of gender, stress, and social support in parents’ pandemic well‐being: A cross‐national study. Family Relations. https://doi.org/10.1111/fare.13018

  Buchbeiträge

  • Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Hrsg.), Assessment Analytics in Education – Designs, Methods and Solutions. Springer Cham.

  Dissertationen und Habilitationsschriften

  • Froehlich, L. (2024). Stereotypes about Ethnicity and Gender and their Consequences in the Educational and Occupational Domain within and across Countries [Habil., FernUniversität in Hagen]. https://doi.org/10.18445/20240123-140848-0

  Vorträge und Posterpräsentationen

  • Bick, N., Froehlich, L., Friehs, M.-T., Kotzur, P. F., & Landmann, H. (2024, Mai 15–17). Researcher Degrees of Freedom in Model Specification – The Case of Stereotype Facets [Paper Presentation]. EASP Small Group Meeting on the Facets of Social Evaluation, Catholic University of Louvain.
  • Froehlich, L. (2024). Stereotypenbedrohung, Zugehörigkeitsgefühl und soziale Integration von Studierenden in Computer-Supported Collaborative Learning. [Presentation]. 11. Meeting of the German Society for Empirical Educational Research (GEBF), Potsdam.
  • Froehlich, L., Orifici, M., Gödderz, A., Stelter, M., Essien, I., Dorrough, A. R., & Martiny, S. E. (2024). Regional gender stereotypes predict traditional gender ideologies and collective action intentions to support gender equality across 57 countries. [Presentation]. G*Versity Conferenze, Bern, Switzerland.

  2023

  Zeitschriftenartikel

  • Froehlich, L., Bick, N., Nikitin, J., & Martiny, S. E. (2023). Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09800-3
  • Froehlich, L., Brokjøb, L. G., Nikitin, J., & Martiny, S. E. (2023). Integration or isolation: Social identity threat relates to immigrant students’ sense of belonging and social approach motivation in the academic context. Journal of Social Issues, 79(1), 264–290. https://doi.org/10.1111/josi.12548
  • Froehlich, L., Niedrich, J., Hattesohl, D. B. R., Behrends, U., Kedor, C., Haas, J.-P., Stingl, M., & Scheibenbogen, C. (2023). Evaluation of a Webinar to Increase Health Professionals’ Knowledge about Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS). Healthcare (Basel, Switzerland), 11(15). https://doi.org/10.3390/healthcare11152186
  • Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e-exam acceptance in higher education. Journal of Computer Assisted Learning, 1–15. https://doi.org/10.1111/jcal.12794
  • Peo, L.-C., Wiehler, K., Paulick, J., Gerrer, K., Leone, A., Viereck, A., Haegele, M., Stojanov, S., Warlitz, C., Augustin, S., Alberer, M., Hattesohl, D. B. R., Froehlich, L., Scheibenbogen, C., Jason, L. A., Mihatsch, L. L., Pricoco, R., & Behrends, U. (2023). Pediatric and adult patients with ME/CFS following COVID-19: A structured approach to diagnosis using the Munich Berlin Symptom Questionnaire (MBSQ). European Journal of Pediatrics. https://doi.org/10.1007/s00431-023-05351-z
  • Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered Mental Labor: A Systematic Literature Review on the Cognitive Dimension of Unpaid Work Within the Household and Childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0
  • Steiner, S., Fehrer, A., Hoheisel, F., Schoening, S., Aschenbrenner, A., Babel, N., Bellmann-Strobl, J., Finke, C., Fluge, Ø., Froehlich, L., Goebel, A., Grande, B., Haas, J.-P., Hohberger, B., Jason, L. A., Komaroff, A. L., Lacerda, E., Liebl, M., Maier, A., … Scheibenbogen, C. (2023). Understanding, diagnosing, and treating Myalgic encephalomyelitis/chronic fatigue syndrome – State of the art: Report of the 2nd international meeting at the Charité Fatigue Center. Autoimmunity Reviews, 22(11), 103452. https://doi.org/10.1016/j.autrev.2023.103452
  • Thoma, M., Froehlich, L., Hattesohl, D. B. R., Quante, S., Jason, L. A., & Scheibenbogen, C. (2023). Why the Psychosomatic View on Myalgic Encephalomyelitis/Chronic Fatigue Syndrome Is Inconsistent with Current Evidence and Harmful to Patients. Medicina, 60(1), 83. https://doi.org/10.3390/medicina60010083

  Vorträge und Posterpräsentationen

  • Froehlich, L. (2023a). Social Identity Threat is Related to Ethnic Minority Adolescents’ Social Approach Motivation [Presentation]. Conference of the European Association of Research on Learning and Instruction (EARLI), Thessaloniki.
  • Froehlich, L. (2023b). Social Identity Threat is Related to Ethnic Minority Adolescents’ Social Approach Motivation via Reduced Sense of Belonging [Presentation]. 18th Conference of the Social Psychology Section (FGSP) of the German Psychological Society (DGP), Graz.
  • Froehlich, L. (2023c). Social identity threat is related to ethnic minority students’ social approach motivation via reduced sense of belonging [Presentation]. Norwegian Conference on Social Psychology and Community Psychology, Trondheim, Norwegen.

  2022

  Zeitschriftenartikel

  • Bick, N., Froehlich, L., Friehs, M., Kotzur, P. F., & Landmann, H. (2022). Social evaluation at a distance - Facets of stereotype content about student groups in higher distance education. International Review of Social Psychology, 35(1), 1–14. https://doi.org/10.5334/irsp.686
  • Dorrough, A. R., Froehlich, L., & Eriksson, K. (2022). Cooperation in the cross-national context. Current opinion in psychology, 44, 281–285. https://doi.org/10.1016/j.copsyc.2021.10.006
  • Froehlich, L., Hattesohl, D. B. R., Cotler, J., Jason, L. A., Scheibenbogen, C., & Behrends, U. (2022). Causal attributions and perceived stigma for myalgic encephalomyelitis/chronic fatigue syndrome. Journal of health psychology, 27(10), 2291–2304. https://doi.org/10.1177/13591053211027631
  • Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2022). Stereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 3(1), 147490411880753. https://doi.org/10.1177/1474904118807539
  • Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender Stereotypes and Expected Backlash for Female STEM Students in Germany and Japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486
  • Kosakowska-Berezecka, N., Bosson, J. K., Jurek, P., Besta, T., Froehlich, L., & Żadkowska, M. (2022). Gendered self-views across 62 countries: A test of competing models. Social Psychological and Personality Science, 0(0). https://doi.org/10.1177/19485506221129687

  Buchbeiträge

  • Froehlich, L., Essien, I., & Martiny, S. E. (2022). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. In S. Glock (Hrsg.), Stereotype in der Schule II. Springer Fachmedien Wiesbaden GmbH; Springer VS.

  Vorträge und Posterpräsentationen

  • Froehlich, L. (2022a). Social evaluation at a distance – Facets of stereotype content of student groups in higher distance education [Presentation]. 52nd Congress of the German Psychological Society (Deutsche Gesellschaft für Psychology, DGPs), Hildesheim.
  • Froehlich, L. (2022b). Stereotype threat predicts lower social approach motivation of immigrant students in Norway via reduced sense of belonging [Presentation]. 9th Virtual GEBF Conference, online.

  2021

  Zeitschriftenartikel

  • Bosson, J. K., Jurek, P., Vandello, J. A., Kosakowska-Berezecka, N., Olech, M., Besta, T., Bender, M., Hoorens, V., Becker, M., Timur Sevincer, A., Best, D. L., Safdar, S., Włodarczyk, A., Zawisza, M., Żadkowska, M., Abuhamdeh, S., Badu Agyemang, C., Akbaş, G., Albayrak-Aydemir, N., … Žukauskienė, R. (2021). Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 Nations. Journal of Cross-Cultural Psychology, 52(3), 231–258. https://doi.org/10.1177/0022022121997997
  • Dorrough, A. R., Olsson, M. I. T., Froehlich, L., Glöckner, A., & Martiny, S. E. (2021). Does she compensate the victim while he punishes the perpetrator? No gender differences in anonymous economic games across 11 nations. Journal of Behavioral Decision Making, 34(2), 261–274. https://doi.org/10.1002/bdm.2208
  • Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity Predicts Cross-National Social Preferences. Social Psychological and Personality Science, 12(8), 1486–1498. https://doi.org/10.1177/1948550620982704
  • Froehlich, L., Hattesohl, D. B. R., Jason, L. A., Scheibenbogen, C., Behrends, U., & Thoma, M. (2021). Medical Care Situation of People with Myalgic Encephalomyelitis/Chronic Fatigue Syndrome in Germany. Medicina (Kaunas, Lithuania), 57(7). https://doi.org/10.3390/medicina57070646
  • Granderath, J. S., Martin, A., & Froehlich, L. (2021). The Effect of Participation in Adult Education on Life Satisfaction of Immigrants and Natives: A Longitudinal Analysis. Journal of Happiness Studies, 22(7), 3043–3067. https://doi.org/10.1007/s10902-020-00340-7
  • Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in Germany. Journal of Community & Applied Social Psychology, 31(2), 198–212. https://doi.org/10.1002/casp.2482
  • Mok, S. Y., Bakaç, C., & Froehlich, L. (2021). „My family’s goals are also my goals“: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany. International Journal for Educational and Vocational Guidance, 21(2), 355–378. https://doi.org/10.1007/s10775-020-09447-y
  • Olsson, M. I. T., Froehlich, L., Dorrough, A. R., & Martiny, S. E. (2021). The hers and his of prosociality across 10 countries. British Journal of Social Psychology, 60(4), 1330–1349. https://doi.org/10.1111/bjso.12454

  Vorträge und Posterpräsentationen

  • Froehlich, L. (2021). Stereotype threat predicts lower social approach motivation of students with migration background in Norway via reduced sense of belonging [Presentation]. 3rd Cultural Diversity, Migration, and Education Conference, Potsdam.

  2020

  Zeitschriftenartikel

  • Froehlich, L., Martiny, S. E., & Deaux, K. (2020). A longitudinal investigation of the ethnic and national identities of children with migration background in Germany. Social Psychology, 51(2), 91–105. https://doi.org/10.1027/1864-9335/a000403
  • Froehlich, L., Olsson, M. I. T., Dorrough, A. R., & Martiny, S. E. (2020). Gender at Work Across Nations: Men and Women Working in Male–Dominated and Female–Dominated Occupations are Differentially Associated with Agency and Communion. Journal of Social Issues, 76(3), 484–511. https://doi.org/10.1111/josi.12390
  • Kosakowska-Berezecka, N., Besta, T., Bosson, J. K., Jurek, P., Vandello, J. A., Best, D. L., Wlodarczyk, A., Safdar, S., Zawisza, M., Żadkowska, M., Sobiecki, J., Agyemang, C. B., Akbaş, G., Ammirati, S., Anderson, J., Anjum, G., Aruta, J. J. B. R., Ashraf, M., Bakaitytė, A., … Žukauskienė, R. (2020). Country–level and individual–level predictors of men’s support for gender equality in 42 countries. European Journal of Social Psychology, 50(6), 1276–1291. https://doi.org/10.1002/ejsp.2696
  • Martiny, S. E., Froehlich, L., Soltanpanah, J., & Haugen, M. S. (2020). Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration. Scandinavian Journal of Psychology, 61(2), 312–324. https://doi.org/10.1111/sjop.12594

  Buchbeiträge

  • Martiny, S. E., & Froehlich, L. (2020). Ein theoretischer und empirischer Überblick über die Entwicklung von Stereotypen und ihre Konsequenzen im Schulkontext. In S. Glock & H. Kleen (Hrsg.), Stereotype in der Schule (S. 1–32). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27275-3_1

  2019

  Zeitschriftenartikel

  • Froehlich, L., & Schulte, I. (2019). Warmth and competence stereotypes about immigrant groups in Germany. PLoS One, 14(9), e0223103. https://doi.org/10.1371/journal.pone.0223103
  • Stürmer, S., Rohmann, A., Froehlich, L., & van der Noll, J. (2019). Muslim Immigration, Critical Events, and the Seeds of Majority Members’ Support for Radical Responses: An Interactionist Perspective. Personality and Social Psychology Bulletin, 45(1), 133–145. https://doi.org/10.1177/0146167218780989

  2018

  Zeitschriftenartikel

  • Slavchova, V., Froehlich, L., & Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). Zusammenstellung sozialwissenschaftlicher Items und Skalen (ZIS). https://doi.org/10.6102/zis254

  Buchbeiträge

  • Martiny, S. E., & Froehlich, L. (2018). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse für Geflüchtete und Jugendliche mit Migrationshintergrund im deutschen Bildungssystem. In A. Rohmann & S. Stürmer (Hrsg.), Die Flüchtlingsdebatte in Deutschland – sozialpsychologische Perspektiven (S. 107–126). Peter Lang.

  2017

  Zeitschriftenartikel

  • Arpin, S. N., Froehlich, L., Lantian, A., Rudert, S. C., & Stelter, M. (2017). When „We“ or „They“ exclude others: attributing and evaluating ostracism observed in in-groups and out-groups. Comprehensive Results in Social Psychology, 2(2-3), 143–165. https://doi.org/10.1080/23743603.2017.1358477
  • 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, 27, 400–410. https://doi.org/10.1002/casp.2318
  • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., & Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students. Learning and Individual Differences, 56, 76–84. https://doi.org/10.1016/j.lindif.2017.05.002

• Meine weiteren Publikationen

  peer-reviewed

  • Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered Mental Labor: A Systematic Literature Review on the Cognitive Dimension of Unpaid Work Within the Household and Childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0
  • Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2022). Stereotype threat effects for Turkish-origin immigrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 21(2), 330-354. doi: https://doi.org/10.1177/1474904118807539
  • Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender stereotypes and expected backlash for female STEM students in Germany and Japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486
  • Dorrough, A. R., Froehlich, L., & Eriksson, K. (2022). Cooperation in the cross-national context. Current Opinion in Psychology, 44, 281–285. https://doi.org/10.1016/j.copsyc.2021.10.006
  • Froehlich, L., Hattesohl, D. B. R., Cotler, J., Jason, L. A., Scheibenbogen, C., & Behrends, U. (2021). Causal attributions and perceived stigma for Myalgic Encephalomyelitis/Chronic Fatigue Syndrome. Journal of Health Psychology, 135910532110276. https://doi.org/10.1177/13591053211027631
  • Froehlich, L., Hattesohl, D. B. R., Jason, L. A., Scheibenbogen, C., Behrends, U., & Thoma, M. (2021). Medical care situation of people with Myalgic Encephalomyelitis/ Chronic Fatigue Syndrome in Germany. Medicina, 57(7), 646. https://doi.org/10.3390/medicina57070646
  • Olsson, M. I. T., Froehlich, L., Dorrough, A. R., Glöckner, A., & Martiny, S. E. (2021). The hers and his of prosociality across 10 countries. British Journal of Social Psychology, 60(4), 1330-1349. https://doi.org/10.1111/bjso.12454
  • Bosson, J. K., Vandello, J. A., Jurek, P., Kosakowska-Berezecka, N., […], Froehlich, L., […], Zukauskiene, R. (2021). Psychometric properties and correlates of precarious manhood beliefs in 62 nations. Journal of Cross-Cultural Psychology, 52(3), 231-258. https://doi.org/10.1177/0022022121997997

  • Granderath, J. S., Martin, A., & Froehlich, L. (2021). The effect of participation in adult education on life satisfaction of immigrants and natives – a longitudinal analysis. Journal of Happiness Studies, 22, 3043-3067.https://doi.org/10.1007/s10902-020-00340-7

  • Mok, S. Y., Bakaç, C., & Froehlich, L. (2021). My family’s goals are also my goals – The relationship between collectivism, utility value, and learning and future career goals of international university students. International Journal for Educational and Vocational Guidance, 21, 355-378.https://doi.org/10.1007/s10775-020-09447-y
  • Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity predicts cross-national social preferences. Social Psychological and Personality Science, 12(8), 1486-1498. https://doi.org/10.1177/1948550620982704
  • Dorrough, A. R., Olsson, M. I. T., Froehlich, L., Glöckner, A., & Martiny, S. E. (2021). Does she compensate the victim while he punishes the perpetrator? No gender differences in anonymous economic games across 11 nations. Journal of Behavioral Decision Making, 34(2), 261-274. https://doi.org/10.1002/bdm.2208
  • Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in Germany. Journal of Community and Applied Social Psychology, 31(2), 198 - 212. https://doi.org/10.1002/casp.2482
  • Froehlich, L., Olsson, M. I. T., Dorrough, A. R., & Martiny, S. E. (2020). Gender at work across nations: Men and women working in male‐dominated and female‐dominated occupations are differentially associated with agency and communion. Journal of Social Issues, 76(3), 484-511. https://doi.org/10.1111/josi.12390
  • Kosakowska‐Berezecka, N., Besta, T., Bosson, J. K., Jurek, P., Vandello, J. A., Best, D. L.,[…], Froehlich, L., […], Žukauskienė, R. (2020). Country‐level and lndividual‐level predictors of men's support for gender equality in 42 countries. European Journal of Social Psychology, 50, 1276 - 1291. https://doi.org/10.1002/ejsp.2696
  • Martiny, S. E., Froehlich, L., Soltanpanah, J., & Haugen, M. S. (2020). Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration. Scandinavian Journal of Psychology, 62(2), 312-324. https://doi.org/10.1111/sjop.12594
  • Froehlich, L., Martiny, S. E., & Deaux, K. (2020). A longitudinal investigation of the ethnic and national identities of children with migration background in Germany. Social Psychology, 51(2), 91–105. https://doi.org/10.1027/1864-9335/a000403
  • Froehlich, L., & Schulte, I. (2019). Warmth and competence stereotypes about immigrant groups in Germany. PloS One, 14(9), e0223103. https://doi.org/10.1371/journal.pone.0223103
  • Stürmer, S., Rohmann, A., Froehlich, L., & van der Noll, J. (2019). Muslim immigration, critical events and the seeds of majority members’ support for radical responses: An interactionist perspective. Personality and Social Psychology Bulletin, 45(1), 133-145. doi: https://doi.org/10.1177/01461672187809
  • Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2018). Stereotype threat effects for Turkish-origin immigrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 1-25. doi: https://doi.org/10.1177/1474904118807539
  • Arpin, S.N.*, Froehlich, L.*, Lantian, A.*, Rudert, S.*, & Stelter, M.* (2017). When “we” or “they” exclude others: Attributing and evaluating ostracism observed in ingroups and outgroups. Comprehensive Results in Social Psychology, 29, 1-23. doi:10.1080/23743603.2017.1358477. * All authors have contributed equally and are listed in alphabetical order.
  • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students. Learning and Individual Differences, 56,
  • 76-84. doi: https://doi.org/10.1016/j.lindif.2017.05.002
  • 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 and Applied Social Psychology, 0:1-11. doi:https://doi.org/10.1002/casp.2318
  • Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T., & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theories of intelligence moderate stereotype threat and stereotype lift effects. British Journal of Social Psychology, 55, 564-587. DOI: 10.1111/bjso.12144
  • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Keller, M. M., & Froehlich, L. (2016). The relationship between ethnic classroom composition on Turkish-origin and German students’ reading performance and sense of belonging. Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.01071
  • 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. DOI: 10.1027/1864-9335/a000260
  • Martiny, S. E., Gleibs, I. H., Parks-Stamm, E. J., Martiny-Huenger, T., Froehlich, L., Harter, A.-L., & Roth, J. (2015). Dealing with negative stereotypes in sports: The role of cognitive anxiety when multiple identities are activated in sensoriomotor tasks. Journal of Sport & Exercise Psychology, 37, 379-392. http://dx.doi.org/10.1123/jsep.2014-0284
  • 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. International Review of Social Psychology, 3, 205-225. ISSN 0992-986X.

  Buchbeiträge

  • Froehlich, L., Essien, I., & Martiny, S. E.(in press). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. Stereotype in der Schule II: Ursachen und mögliche Interventionen. Wiesbaden: Springer.
  • Martiny, S. E., & Froehlich, L. (2020). Ein theoretischer und empirischer Überblick über die Entwicklung von Stereotypen und ihre Konsequenzen im Schulkontext. In S. Glock & H. Kleen (Eds.), Stereotype in der Schule (pp. 1–32). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-27275-3_1
  • Martiny, S. E., & Froehlich, L. (2018). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse für Geflüchtete und Jugendliche mit Migrationshintergrund im deutschen Bildungssystem [Integration via education? A social-psychological analysis of obstacles for refugees and immigrants in the German educational system].In A. Rohmann & S. Stürmer (Eds.). Beiträge zur angewandten Psychologie: Die Flüchtlingsdebatte in Deutschland – Sozialpsychologische Perspektiven [Contributions to applied psychology: The refugee debate in Germany – Social-psychological perspectives] (pp. 107-126). Berlin: Peter Lang.
  • Zinke, N., Stürmer, S., & Froehlich, L. (2016). Validierung einer deutschsprachigen Skala zur multidimensionalen Erfassung von interkulturellen Kompetenzen in der universitären Ausbildung.[Validation of a German-language scale of multicultural competencies in university education]. In M. Krämer, S. Preiser, & K. Brusdeylins (Eds). Tagungsband Psychologiedidaktik und Evaluation XI, 349-358, Herzogenrath: Shaker. ISBN: 978-3-8440-4856-8.

  Weitere Publikationen

  • Slavchova, V., Froehlich, L., Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). Zusammenstellung sozialwissenschaftlicher Items und Skalen. doi:10.6102/zis254
  • Froehlich, L. (2016). Trust and risk in changing societies. 13^th Meeting of the German-Japanese Society for Social Sciences (GJSSS). ASIEN – The German Journal of Contemporary Asia, 138, 155-157. ISSN 0721-5231.
  • Froehlich, L., Martiny, S.E., Uchida, Y., Deaux, K., Mok, S.Y., & Trommsdorff, G. (2015). Negative competence-related stereotypes as a risk for academic underperformance and underrepresentation of negatively stereotyped group members. In M. Kobayashi, G. Trommsdroff, & C. Hommerich (Eds.).Proceedings of the 13^th Meeting of the German-Japanese Society for Social Sciences (pp. 250-252). Tokyo, Japan: Deutsches Institut für Japanstudien (DIJ, German Institute for Japanese Studies).
  • Mok, S. Y., Froehlich, L., & Scholz, C. (2015). Leistungsminderung durch negative Stereotype im Schulkontext [Performance reduction through negative stereotypes in education]. Lehren & Lernen, 41, 28-31. ISSN 0341-8294 Villingen-Schwenningen: Neckar-Verlag GmbH.

• Meine Netzwerke und Kooperationen

  • Mitglied des Forschungsschwerpunkts Psychologie, Diversität und Sozialer Zusammenhalt an der Fakultät für Psychologie der FernUniversität in Hagen
  • Mitglied im Fachnetzwerk Sozialpsychologie zu Flucht und Integration (www.fachnetzflucht.de)
  • Ehrenamtliche Mitarbeiterin Forschung und Wissenschaftskommunikation, Deutsche Gesellschaft für Myalgische Enzephalomyelitis/ Chronisches Fatigue Syndrom (ME/CFS) e.V. (www.mecfs.de)
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