农民工子弟作为一个特殊的社会群体在市民的认识中存在一些刻板印象，本研究旨在探讨农民工子弟能否感受到来自市民的负面刻板印象，甚至因此产生刻板印象威胁体验。这些刻板印象威胁体验又是否会影响到农民工子弟的心理，甚至对他们的学习和生活。本研究分为两部分：第一部分是对农民工子弟刻板印象威胁感受的调查。采用自编调查表做工具。为保证调查的信度和效度，在问卷编制前对熟悉农民工子弟学校的部分教师，以及部分农民工子弟进行了访谈，筛选出农民工子弟可能感受到刻板印象威胁的5个方面：经济状况、学习成绩、卫生状况、时尚和道德品质。在对104名农民工子弟的团体调查结果分析发现：被试在经济状况、学习成绩（体育成绩除外）、卫生状况3个方面能够感受到来自北京市民的刻板印象，而在时尚和道德品质2个方面并没有感受到来自北京市民的明显刻板印象。第二部分进行了2个实验研究：实验一为刻板印象威胁激活实验，实验二为刻板印象威胁消除研究。实验一以北京某农民工子弟学校5年级学生为被试进行，采取2（指导语：激活刻板印象威胁/不激活刻板印象威胁）×2（性别：男/女）组间设计，因变量为被试瑞文推理测验成绩。结果发现：指导语主效应差异显著——激活刻板印象威胁组被试瑞文测验成绩显著差于不激活刻板印象威胁的控制组；性别主效应不显著；交互作用不显著。实验二以一所农民工子弟学校的初中生为被试，采取3（指导语：不激活刻板印象威胁/激活刻板印象威胁/激活刻板印象威胁+鼓励）×2（性别：男/女）组间设计，因变量为被试瑞文推理测验成绩。结果发现：指导语主效应差异显著——3组被试间瑞文测验成绩差异均显著，成绩由高到低的排列顺序为：激活刻板印象威胁+鼓励组，不激活刻板印象威胁组，激活刻板印象威胁组；性别主效应和交互作用不显著。此外，在实验一和二均测量了另一因变量——自信心水平，但发现结果不受刻板印象威胁激活或鼓励的影响。通过实验一和二可以得出结论：如果农民工子弟感受到学习成绩相关的刻板印象，能够引发刻板印象威胁，则会降低瑞文推理测验成绩；而在指导语中使用有效的暗示和鼓励，不仅可以消除刻板印象威胁，而且可以使农民工子弟瑞文测验成绩显著提高，高于不激活刻板印象威胁时的成绩。建议教育者在对农民工子弟学教学过程中，尽量避免激活学生的刻板印象威胁体验，需要多使用鼓励和暗示的方式。

The purpose of this study is to explore whether the children of migrant workers feel stereotype threat experience caused by negative stereotypes toward them from citizens in Beijing, and whether these experiences of stereotype threat affect the children of migrant workers in their study and everyday life.This study is divided into two parts:The first part is a survey on the experience of stereotype threat of migrant workers’ children. The survey is done using self-designed questionnaire as a tool, with the group measured method. In order to guarantee the reliability and validity, before composing the questionnaire, teachers in schools for children of migrant workers were interviewed as well as a number of children of migrant workers. With the in-depth interview, five aspects which may arouse stereotype threat of the children of migrant workers were screened out. They are: the economic status, learning achievement, personal hygienic status, fashion and moralities. The result of a group survey of 104 children shows that the children of migrant workers feel strong negative stereotypes from citizens in Beijing in 3 aspects: the economic status, learning achievement (except sports scores), personal hygienic status, but did not feel obvious stereotypes on fashion or moralities.The second part consists of 2 experiments:Experiment I is on stereotype threat activation; experiment II is on stereotype threat elimination. Subject of experiment I are Grade 5 students in school for children of migrant workers in Beijing. The experiment takes 2 (instructions: stereotype activation / no stereotype activation) x 2 (gender: male / female) between group design, dependent variables are Raven reasoning test scores. The instruction main effect difference between stereotype activation and control group was significant. The raven's test scores of stereotype activation group were significantly lower than that of the control group; gender main effect was not significant; there was no significant interaction effect.Participants of experiment II are students of Junior high school for children of migrant workers. The experiment took 3 (instructions: no stereotype activation / stereotype activation / stereotype activation + encouragement) x 2 (gender: male / female) between group design, dependent variables were Raven reasoning test scores. The instruction main effect differences among 3 groups of subjects were significant. Scores from high to low in order are: stereotype activation + encourage group, control group, and the stereotype activation group; the main effect of gender is not significant; there was no significant interaction effect. In addition, the level of self-confidence serves as another dependent variable in both two experiments. However the finding is that the external confidence level is not affected whether the stereotype is activated or encouraged measures were taken.Conclusions can be drawn from the two above experiments: the learning achievement stereotype towards migrant workers’ children can cause the children to feel stereotype threat, and reduced Raven reasoning test scores; the use of effective suggestion and encouragement in the instruction, reduces stereotype threat, and also improves Raven test scores of the children of migrant workers significantly. The improved scores are higher than that of the control grouop. Suggestions: educators shall avoid activating stereotype threat of migrant workers’ children, and use more encouraging measures.