One of the goals of various European Union organizations (i.e., Roma and non-Roma nonprofits) is the integration of Roma into the educational system. A challenge for the educational systems in European Union (EU) countries, therefore, is to determine how to support the academic performance of Roma. Understanding the positive and negative factors related to Roma's academic performance and achievement is an important first step in increasing academic success among this minority group. The researcher posits that one such factor is based on stereotype threat theory. Stereotype threat is defined as a social-psychological threat that individuals feel when they are performing tasks that may relate to a negative stereotype about an individuals' group membership. Several studies (for a review see Spencer, Logel & Davies, 2015) have shown that stereotype threat can harm academic performance of students who belong to a group where negative stereotypes about academic competence exist. Further, although many studies have examined stereotype threat effects on academic performance, little is known regarding whether social identification and academic self-efficacy has an influence on such threats. Therefore, the researcher first examined if stereotype threat has an influence on the academic performance of Roma in Slovakia and second, if such threat is moderated by social identification and academic self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]