A Social Identity Model for Education

Much of the research on individual attainment in educational settings has focused on

individual differences. This chapter sets out the role of groups and group processes. After

reviewing evidence for the role of social comparison in the classroom, and theory and

research on ethnic group differences, we consider the impact of category memberships,

stereotypes, and threat on educational performance. We introduce social identity theory

and explain its relevance to educational outcomes. We then offer an integrative social

identity model for education (SIME) that incorporates three elements of education

research: social comparison, stereotypes, and identity. The model provides a more

comprehensive perspective on the role of intergroup and intragroup relations and

indicates how (and which) group memberships can present barriers to, or reveal new

horizons for, performance and achievement. We describe how these elements may work

together in practice and conclude by considering prospects and approaches for future

research.