Sarah Martiny
Job description
Dr. Sarah Martiny is a Full Professor of Social and Community Psychology at the Department of Psychology at UiT The Arctic University of Norway, located in Tromsø, Norway. Her academic pursuits are driven by a deep interest in understanding the roots of social inequalities and devising effective strategies to mitigate them. Dr. Martiny's research primarily focuses on intergroup relations, examining the far-reaching consequences of economic and social disparities, the integration and inclusion of immigrants, gender dynamics, and cross-cultural comparisons.
In her teaching, Dr. Martiny offers a wide range of courses that reflect her research interests. Within the realm of social psychology, she emphasizes the study of stereotypes, prejudice, and inequality, preparing students with the tools to critically analyze these issues. Her cultural psychology courses focus on the experiences of marginalized groups, exploring both cultural differences and universal similarities. Additionally, in the field of community psychology, Dr. Martiny provides insights into counseling practices for culturally diverse populations, fostering an understanding of how to effectively support and empower these communities.
Through her research and teaching, Dr. Martiny is committed to advancing knowledge and promoting social justice, and to engage others with these critical issues in meaningful ways.
Sarah serves as the head of the Research Group Social Psychology and is the scientific leader of the Student Research Programm in Psychology (Forskerlinje i psykologi).
The 50 latest publications is shown on this page. See all publications in Cristin here →
Publications outside Cristin
Journal Articles:
Schindler, S., Schuster, C., Olsson, M. I., Froehlich, L., Hübner, A. K., Block, K., ... & Martiny, S. E. (2024). Policy as normative influence? On the relationship between parental leave policy and social norms in gender division of childcare across 48 countries. British Journal of Social Psychology.
Kvalø, M., Parks‐Stamm, E. J., Thorsteinsen, K., Olsen, M., & Martiny, S. E. (2024). Mapping the well‐being of Norwegian mothers during the COVID‐19 pandemic. Scandinavian Journal of Psychology.
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.
Saxler, F. M., Dorrough, A. R., Froehlich, L., Block, K., Croft, A., Meeussen, L., ... & 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.
Renger, D., Lohmann, J. F., Renger, S., & Martiny, S. E. (2024). Socioeconomic Status and Self-Regard. Social Psychology.
Martiny, S. E., Josten, J., & Renger, D. (2024). Too different to be equal: Lack of public respect is associated with reduced self‐respect for stigmatized individuals. Scandinavian Journal of Psychology, 65(2), 304-310.
Froehlich, L., Bick, N., Nikitin, J., & Martiny, S. E. (2024). Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging. Social Psychology of Education, 27(3), 751-776.
Bick, N., Froehlich, L., Voltmer, J. B., Raimann, J., Reich-Stiebert, N., Seidel, N., [...], Martiny, S. E. [...], & Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Frontiers in Psychology, 15, 1346503.
Besta, T., Jurek, P., Olech, M., Włodarczyk, A., Kosakowska-Berezecka, N., Bosson, J. K., [...], Martiny, S. E. [...], & Vohra, N. (2024). Measuring collective action intention toward gender equality across cultures. European Journal of Psychological Assessment.
Renger, D., Reinken, A., Krys, S., Gardani, M., & Martiny, S. E. (2023). Why the belief in one’s equal rights matters: Self-respect, depressive symptoms, and suicidal ideation in Western and non-Western countries. Health Psychology Open, 10(2), 20551029231206780.
Olsen, M., Parks‐Stamm, E. J., Lund, I. M. H., & Martiny, S. E. (2023). Who cares? Effects of gendered self‐perceptions on dropout intentions in communal degree programs. Journal of Community & Applied Social Psychology.
Olsen, M., Parks-Stamm, E. J., Thorsteinsen, K., & Martiny, S. E. (2023). Salary and power: How occupational status affects children’s occupational aspirations. Journal of Experimental Child Psychology, 232, 105667.
Olsson, M. I., Van Grootel, S., Block, K., Schuster, C., Meeussen, L., Van Laar, C., ... & Martiny, S. E. (2023). Gender gap in parental leave intentions: Evidence from 37 countries. Political Psychology.
Óturai, G., Riener, C., & Martiny, S. E. (2023). Attitudes towards mathematics, achievement, and drop-out intentions among STEM and Non-STEM students in Norway. International Journal of Educational Research Open, 4, 100230.
Braun, M., Martiny, S. E., & Bruckmüller, S. (2023). From serial reproduction to serial communication: transmission of the focus of comparison in lay communication about gender inequality. Human Communication Research, 49(1), 35-46.
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.
Kosakowska-Berezecka, N., Bosson, J. K., Jurek, P., Besta, T., Olech, M., Vandello, J. A., …, Martiny, S. E., … & Zwadkowska, M. (2023). Gendered self-views across 62 countries: A test of competing models. Social Psychology and Personality Science, 14(7), 808-824.
Froehlich, L., Essien, I., & Martiny, S. E. (2022). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. In Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (pp. 137-170). Wiesbaden: Springer Fachmedien Wiesbaden.
Olsen, M., Olsson, M. I. T., Parks-Stamm, E. J. , Kvalø, M., Thorsteinsen, K., Steffens, M. C., & Martiny, S. E. (2022). What do I want to be? Predictors of communal occupational aspirations in early to middle childhood. International Journal of Behavioral Development, 46(6), 528-541.
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, 21(2), 330-354.
Thorsteinsen, K., Parks-Stamm, E. J., Kvalø, M., Olsen, M., & Martiny, S. E. (2022). Mothers’ domestic responsibilities and well-being during the COVID-19 lockdown: The moderating role of gender essentialist beliefs about parenthood. Sex Roles, 87(1), 85-98.
Weber, S., Olsen, M., & Martiny, S. E. (2022). Effects of Instagram sports posts on the athletic motivation of female elite athletes: Do they inspire or backfire?. Psychology of Sport and Exercise, 58, 102080.
Bosson, J. K., Jurek, P., Vandello, J. A., Kosakowska-Berezecka, N., Olech, M., Besta, T., ... Martiny, S. E.,... & Van Laar, C. (2021). Psychometric properties and correlates of precarious manhood beliefs in 62 nations. Journal of Cross-Cultural Psychology, 52(3), 231-258.
Dorrough, A. R., Olsson, M. I., 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.
Kvalø, M., Olsen, M., Thorsteinsen, K., Olsson, M. I., & Martiny, S. E. (2021). Does the Stereotypicality of Mothers’ Occupation Influence Children’s Communal Occupational Aspirations and Communal Orientation?. Frontiers in Psychology, 12.
Martiny, S. E., Thorsteinsen, K., Parks-Stamm, E. J., Olsen, M., & Kvalø, M. (2021). Children’s well-being during the COVID-19 pandemic: Relationships with attitudes, family structure, and mothers’ well-being. European Journal of Developmental Psychology.
Olsson, M. I., 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.
Parks‐Stamm, E. J., Henson, E. N., & Martiny, S. E. (2021). Girls’ perceptions of their mothers at work and home: Warm does not mean weak. British Journal of Developmental Psychology, 39(3), 341-346.
Rahn, G., Martiny, S. E., & Nikitin, J. (2021). Feeling out of place: Internalized age stereotypes are associated with older employees’ sense of belonging and social motivation. Work, Aging and Retirement, 7(1), 61-77.
Thorsteinsen, K., Parks-Stamm, E. J., Olsen, M., Kvalø, M., & Martiny, S. E. (2021). The impact of COVID-19-induced changes at schools on elementary students’ school engagement. Frontiers in Psychology, 12.
Valved, T., Kosakowska-Berezecka, N., Besta, T., & Martiny, S. E. (2021). Gender belief systems through the lens of culture—Differences in precarious manhood beliefs and reactions to masculinity threat in Poland and Norway. Psychology of Men & Masculinities, 22(2), 265-276.
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 differently associated with agency and communion. Journal of Social Issues, 76(3), 484-511.
Kosakowska-Berezecka, N., Besta, T., Bosson, J. K., Jurek, P., Vandello, J. A., Best, D. L., …, Martiny, S. E., … & 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.
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.
Froehlich, L., Martiny, S. E., & Deaux, K. (2019). A longitudinal investigation of immigrant children’s ethnic and national identities. Social Psychology, 51, 91-105.
Martiny, S. E., & Nikitin, J. (2019). Social identity threat in interpersonal relationships: Activating negative stereotypes decreases social approach motivation. Journal of Experimental Psychology: Applied, 25, 117-128. doi: 10.1037/xap0000198
Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2018). Stereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal. doi: 10.1177/1474904118807539
Olsson, M. I. T., & Martiny, S. E. (2018). Does exposure to counterstereotypical role models influence girls' and women's gender stereotypes and career choices? A review of social psychological research. Frontiers in Psychology. doi: 10.3389/fpsyg.2018.02264
Smith, D. & Martiny, S. E. (2018). Stereotype threat in sport: Recommendations for applied practice and research. The Sport Psychologist, 32, 311-320. doi: 10.1123/tsp.2017-0134
Soltanpanah, J., Parks-Stamm, E. J., Martiny, S. E., & Rudmin, F. W. (2018). A cross-cultural examination of the relationship between egalitarian gender role attitudes and life satisfaction. Sex Roles, 79, 50–58. doi: 10.1007/s11199-017-0859-3
Bruckmueller, S., Reese, G., & Martiny, S. E. (2017). Is higher inequality less legitimate? Depends on who you frame it! British Journal of Social Psychology, 56, 766–781. doi: 10.1111/bjso.12202
Martiny-Huenger, T., Martiny, S. E., Parks-Stamm, E. J., Pfeiffer, E., & Gollwitzer, P. M. (2017). From conscious thought to automatic action: A simulation account of action planning. Journal of Experimental Psychology: General, 146, 1513-1525. doi: 10.1037/xge0000344
Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., & Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation of the performance of Turkish-origin high school students. Learning and Individual Differences, 56, 76-84. doi: 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 & Applied Social Psychology, 25, 400-410. doi: 10.1002/casp.2318
Schall, M., Goetz, T., Martiny, S. E., & Hall, N. C. (2017). It ain't over 'til it's over: The effect of task completion on the savoring of success. Motivation and Emotion, 41, 38-50. doi: 10.1007/s11031-016-9591-5
Schuster, C. & Martiny, S. E. (2017). Not feeling good in STEM: Effects of stereotype activation and anticipated affect on women’s career aspirations. Sex Roles, 76, 40-55. doi: 10.1007/s11199-016-0665-3
Mok S. Y., Martiny S. E., Gleibs I. H., Keller M. M., & Froehlich L. (2016). The relationship between ethnic classroom composition and Turkish-origin and German students’ reading performance and sense of belonging. Frontiers in Psychology. 7:1071. doi: 10.3389/fpsyg.2016.01071
Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T., & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects. British Journal of Social Psychology, 55, 564-587. doi: 10.1111/bjso.12144
Schall, M., Martiny, S. E., Goetz, T. & Hall, N. C. (2016). Smiling on the Inside: The Social Benefits of Suppressing Positive Emotions in Outperformance Situations. Personality and Social Psychology Bulletin, 42, 559–571. doi: 10.1177/0146167216637843
Froehlich, L., Martiny, S. E., Deaux, K., & Mok, S. Y. (2015). “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., et al. (2015). Dealing with negative stereotypes in sports: The role of cognitive anxiety when multiple identities are activated in sensorimotor tasks. Journal of Sport & Exercise Psychology, 37, 379-392. doi: 10.1123/jsep.2014-0284
Schall, M., Goetz, T., Martiny, S. E., & Maymon, R. (2015). Responses to success:
Seeking pleasant experiences before a task is complete? PLoS ONE, 10, e0135952
Schuster, C., Martiny, S. E., & Schmader, T. (2015). Distracted by the unthought - Suppression and reappraisal of mind wandering under stereotype threat. PLoS ONE, 10, e0122207
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. Revue Internationale de Psychologie Sociale, 27, 205-225.
Martiny, S. E., & Kessler, T. (2014). Managing one’s social identity: Successful and unsuccessful identity management. European Journal of Social Psychology, 44, 748-757. doi: 10.1002/ejsp.2056
Martiny, S. E., Roth, J., Jelenec, P., Steffens, M. C., & Croizet, J.-C. (2012). When a new group identity does harm on the spot: Stereotype threat in newly created groups. European Journal of Social Psychology, 42, 65-71. doi: 10.1002/ejsp.840
Martiny, S. E., Kessler, T., & Vignoles, V. L. (2012). Shall I leave or shall we fight? Effects of threatened collective self-esteem on identity management strategies. Group Processes and Intergroup Relations, 15, 39-55, doi: 10.1177/1368430211415439
Goetz, T., Nett. U., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2011). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22, 225-234 doi: 10.1016/j.lindif.2011.04.006
Cantwell, A. M., & Martiny, S. E. (2010). Bridging identities through identity change. Social Psychology Quarterly, 73, 320-321, doi: 10.1177/0190272510388997
Chapters and reports:
Brokjøb, L. G., & Martiny, S. E. (2022). UiT Survey of Working Climate: Mapping Experiences of Gender-Based Discrimination at UiT The Arctic University of Norway. Septentrio Reports, (1).
Martiny, S. E., & Renger, D. (2021). Konsequenzen sozioökonomischer Ungleichheit: Zur Rolle von sozialer Anerkennung und ihrer Verinnerlichung. In P. Genkova (Ed.), Handbuch Globale Kompetenz. VS Verlag Wiesbaden (Springer Verlagsgruppen).
Martiny, S. E., & Froehlich, L. (2020). Ein theoretischer und empirischer Überblick über die Entwicklung von Stereotypen und ihre Konsequenzen im Schulkontext [A theoretical and empirical overview of the development of stereotypes and their consequences in the school context]. In S. Glock & H. Kleen (Eds.). Stereotype in der Schule, 1-32. Berlin: Springer. ISBN 978-3-658-27275-3.
Martiny, S. E., Goetz, T., & Keller, M. (2019; Neuauflage). Emotionsregulation im Kontext von Stereotype Threat: Die Reduzierung der Effekte negative Stereotype bei ethnischen Minderheiten. In P. Genkova. T. Ringeisen, & F. Leong (Eds.), Handbuch Stress und Kultur: Interkulturelle und kulturvergleichende Perspektiven. VS Verlag Wiesbaden (Springer Verlagsgruppen).
Martiny, S. E., & Froehlich, L. (2018). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse für jugendliche Geflüchtete und Jugendliche mit Migrationshintergrund im deutschen Bildungssystem [Integration through education? A social psychological analysis of obstacles for adolescent refugees and adolescent with migration background in the German educational system]. In S. Stuermer and A. Rohrman (Eds.), Beitraege zur angewandten Psychologie [Contributions to applied psychology).
Martiny, S. E., & Rubin, M. (2016). Towards a clearer understanding of social identity theory’s self-esteem hypothesis. In S. McKeown, R. Haji & N. Ferguson (Eds.), Understanding peace and conflict through social identity theory, pp.19-32. Springer.
Martiny-Huenger, T., Martiny, S. E., & Gollwitzer, P. M. (2015). Action control by if-then planning: Explicating the mechanisms of strategic automaticity in regard to objective and subjective agency. In B. Eitam, & P. Haggard (Eds.), Human agency: Functions and mechanisms. pp.63-94. Oxford University Press, New York.
Achtziger, A., Martiny, S. E., Gollwitzer, P. M., & Oettingen, G. (2012). Meta-Cognitive Processes in the self-regulation of goal pursuit. In P. Briñol & K. DeMarree (Eds.), Social Meta-Cognition. Frontiers of Social Psychology Series. New York: Psychology Press.
Götz, T., Keller, M., & , Martiny, S. E. (2012). Emotionales Erleben in den MINT-Fächern: Ursachen, Geschlechterunterschiede und Interventionsmöglichkeiten. In H. Stöger, A. Ziegler & M. Heilemann (Eds.), Mädchen und Frauen in MINT: Bedingungen von Geschlechtsunterschieden und Interventionsmöglichkeiten. Münster: LIT.
Martiny, S. E., Goetz, T., & Keller, M. (2012). Emotionsregulation im Kontext von Stereotype Threat: Die Reduzierung der Effekte negative Stereotype bei ethnischen Minderheiten. In P. Genkova. T. Ringeisen, & F. Leong (Eds.), Handbuch Stress und Kultur: interkulturelle und kulturvergleichende Perspektiven. VS Verlag Wiesbaden (Springer Verlagsgruppen).
Martiny, S. E., & Goetz, T. (2011). Stereotype Threat in Lern- und Leistungssituationen: Theoretische Ansätze, empirische Befunde und praktische Implikationen. In K. A. Heller, A. Ziegler, & F. J. Mönks (Series Eds.), Talentförderung - Expertiseentwicklung – Leistungsexzellenz. Berlin: LIT Verlag.
Thesis:
Martiny, S. E. (2008). Managing ones’ group image – Dynamics of group-based self-esteem and identity management strategies, PhD Thesis, Friedrich-Schiller-University, Jena, Germany.
Martiny, S. E. (2005). Knowledge construction and learning motivation in web-based cooperative inquiry-learning: Differential effects of cooperation scripts on boys and girls. Diploma Thesis, Eberhard Karls University Tübingen, Germany.
Press Appearance:
Siegle, D. (2020, September, 3rd). Dann werden Maedchen keine Astronautinnen. Psychologie Heute. https://www.psychologie-heute.de/gesellschaft/40754-dann-werden-maedchen-keine-astronautinnen.html
Ossola, A. (2016, August 24th). How stereotypes slow athletes down. Nautilus. http://nautil.us/blog/how-stereotypes-slow-athletes-down
Shea, C. (2011, September 24-25). Sunk by Stereotypes. The Wall Street Journal, p. C4.
Research interests
- Social identity threat in cognitive and motor tasks
- Masculinity threat
- Men in communal roles
- Immigration (factors influencing the under-performance of children of immigrants)
- Cooperation and conflicts between social groups ( group-based self-esteem, identity management strategies)
- Effects of inequality framing
Research projects (ongoing)
Principal Investigator (together with Prof. Dr. Toni Schmader, University of British Colombia, Canada, and Prof. Dr. Colettte van Laar, University of Leuven, Belgium) of the international research project Understanding Communal Orientation in Men (UCOM).
Collaboration partner in the research project Gender equality in the 21st century: Country-specific and individual factors for the intended contributions of women and men to child care - a cross-cultural study in 49 countries funded by the German Research Foundation (DFG). PI: Jun. Prof. Dr. Carolin Schuster. 2021-2023.
Collaboration partner and leader of Work Package 1 in the research project Masculinity Navigator – Unpacking the relationship between masculine roles, well-being and gender equality (EQUAMAN) funded by the National Science Centre Poland. PI: Associate Prof. Dr. Natasza Kosakowska-Berezecka. 2022-2024.
Research projects (finished)
Collaboration partner in the research project Do I belong? - How negative stereotypes influence the social relationships of young people with a migration background in a school context funded by the German Research Foundation (DFG). PI: Dr. Laura Froehlich. 2022-2023.
Collaboration partner in the research project Framing in inequality: How different ways of describing economic inequality affect evaluations of and reactions to inequality funded by the German Research Foundation (DFG). PI: Prof. Dr. Susanne Bruckmueller & Prof. Dr. Gerhard Reese. 2020-2023.
Principal Investigator in the research project Stereotype threat as reason for the low performance of students with migration background in the German educational system funded by the German Federal Ministry of Education and Research. 2012-2015.
Main international collaboration partners
Prof. Dr. Colette van Laar, KU Leuven, Belgium
Prof. Dr. Toni Schmader, University of British Columbia, Canada
Ass. Prof. Dr. Natasza Kosakowska-Berezecka, University of Gdansk, Poland
Dr. Laura Froehlich, FernUniversität in Hagen, Germany
Teaching
Social and cross-cultural psychology
Courses:
- Psy-1704 Cross-cultural psychology
- Psy-1001 Social psychology
- Psy-1005 Social psychology
- Ps-2024 Stereotypes & prejudice
- Psy-3036 A psychological perspective on socioeconomic inequalities at work, home, and school
- Psy-8016 Research presentations
