@article{JuangSchachnerPevecZimmeretal.2020, author = {Juang, Linda P. and Schachner, Maja Katharina and Pevec-Zimmer, Sharleen and Moffitt, Ursula Elinor}, title = {The Identity Project intervention in Germany}, series = {New directions for child and adolescent development}, volume = {173}, journal = {New directions for child and adolescent development}, publisher = {Wiley}, address = {San Fransisco}, issn = {1534-8687}, doi = {10.1002/cad.20379}, pages = {65 -- 82}, year = {2020}, abstract = {We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39\% female, 83\% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.}, language = {en} } @article{JuangSchachnerPevecZimmeretal.2020, author = {Juang, Linda P. and Schachner, Maja Katharina and Pevec-Zimmer, Sharleen and Moffitt, Ursula Elinor}, title = {The Identity Project intervention in Germany}, series = {New directions for child and adolescent development}, volume = {173}, journal = {New directions for child and adolescent development}, publisher = {Wiley}, address = {San Fransisco}, issn = {1534-8687}, doi = {10.1002/cad.20379}, pages = {65 -- 82}, year = {2020}, abstract = {We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39\% female, 83\% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.}, language = {en} } @article{KimSchwartzPerreiraetal.2018, author = {Kim, Su Yeong and Schwartz, Seth J. and Perreira, Krista M. and Juang, Linda P.}, title = {Culture's Influence on Stressors, Parental Socialization, and Developmental Processes in the Mental Health of Children of Immigrants}, series = {Annual Review of clinical psychologgy}, volume = {14}, journal = {Annual Review of clinical psychologgy}, publisher = {Annual Reviews}, address = {Palo Alto}, issn = {1548-5943}, doi = {10.1146/annurev-clinpsy-050817-084925}, pages = {343 -- 370}, year = {2018}, abstract = {Children of immigrants represent one in four children in the United States and will represent one in three children by 2050. Children of Asian and Latino immigrants together represent the majority of children of immigrants in the United States. Children of immigrants may be immigrants themselves, or they may have been born in the United States to foreign-born parents; their status may be legal or undocumented. We review transcultural and culture-specific factors that influence the various ways in which stressors are experienced; we also discuss the ways in which parental socialization and developmental processes function as risk factors or protective factors in their influence on the mental health of children of immigrants. Children of immigrants with elevated risk for mental health problems are more likely to be undocumented immigrants, refugees, or unaccompanied minors. We describe interventions and policies that show promise for reducing mental health problems among children of immigrants in the United States.}, language = {en} } @article{SchwarzenthalJuangSchachneretal.2017, author = {Schwarzenthal, Miriam and Juang, Linda P. and Schachner, Maja Katharina and van de Vijver, Fons J. R. and Handrick, Anna}, title = {From tolerance to understanding}, series = {Journal of community \& applied social psychology}, volume = {27}, journal = {Journal of community \& applied social psychology}, publisher = {Wiley}, address = {Hoboken}, issn = {1052-9284}, doi = {10.1002/casp.2317}, pages = {388 -- 399}, year = {2017}, abstract = {We investigated intercultural competence among immigrant and non-immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4\% of immigrant background, 48.2\% female), aged 11 to 18 years (Mage = 13.69 years, SDage = 1.83). Intercultural competence was measured using a self-report questionnaire and situational judgment tests capturing the adolescents' interpretation of and reaction to intercultural conflicts. Intercultural contacts and ethnic identity exploration were measured using self-report questionnaires. Results showed that among immigrant and non-immigrant background adolescents, intercultural contact and ethnic identity exploration were positively related to different aspects of intercultural competence. As predicted, self-reported intercultural competence was unrelated to age in both groups, whereas this competence, as measured by the situational judgment tests, increased with age. Thus, learning about others (e.g., by engaging in intercultural contact) and learning about yourself (e.g., by exploring your own ethnic background) are both important for developing pivotal intercultural skills.}, language = {en} } @article{JuangParkKimetal.2018, author = {Juang, Linda P. and Park, Irene and Kim, Su Yeong and Lee, Richard M. and Qin, Desiree and Okazaki, Sumie and Swartz, Teresa Toguchi and Lau, Anna}, title = {Reactive and Proactive Ethnic-Racial Socialization Practices of Second-Generation Asian American Parents}, series = {Asian American journal of psychology}, volume = {9}, journal = {Asian American journal of psychology}, number = {1}, publisher = {American Psychological Association}, address = {Washington}, issn = {1948-1985}, doi = {10.1037/aap0000101}, pages = {4 -- 16}, year = {2018}, abstract = {Studies of Asian American parenting have primarily focused on first-generation immigrant parents. Few studies have examined the experiences of second-generation Asian American adults who now have children of their own. The purpose of this qualitative study, then, is to better understand the values, practices, and concerns of second-generation Asian American parents regarding ethnic and racial socialization. The sample included 34 Asian American parents from seven different cities across the United States. Using interviews and a focus group, the results show that (a) place, specific contexts, and transitions were important to second-generation parents' motivation behind ethnic and racial socialization, (b) parents are reactive and proactive, especially with regard to promoting an awareness of discrimination, in the racial socialization of their children, (c) parents engage in predominantly proactive ethnic socialization when passing on heritage culture, which they believe is important, but also difficult to do, (d) in contrast to ethnic socialization, passing on American culture and passing on important values (that they did not see as solely "American" or "Asian") came easily, and (e) parents consider the intersection of race and culture with religion and disability when socializing their children. Our findings highlight unique aspects of how second-generation Asian American parents engage in ethnic and racial socialization in an increasingly socially diverse world.}, language = {en} } @article{JuangHouBaylessetal.2017, author = {Juang, Linda P. and Hou, Yang and Bayless, Sara Douglass and Kim, Su Yeong}, title = {Time-varying associations of parent-adolescent cultural conflict and youth adjustment among Chinese American families}, series = {Developmental psychology}, volume = {54}, journal = {Developmental psychology}, number = {5}, publisher = {American Psychological Association}, address = {Washington}, issn = {0012-1649}, doi = {10.1037/dev0000475}, pages = {938 -- 949}, year = {2017}, abstract = {The purpose of this study was to examine time-varying associations of parent-adolescent cultural conflict with depressive symptoms and grade point average (GPA) among Chinese Americans from ages 11-22. We pooled two independently collected longitudinal data sets (N = 760 at Wave 1) and used time-varying effect modeling (TVEM) to show that the frequency of parent-adolescent conflict increased during early adolescence (12 years), peaked at mid adolescence (16 years), and gradually decreased throughout late adolescence and young adulthood. In general, parent-adolescent conflict was associated with negative adjustment (more depressive symptoms and lower GPA) more strongly during mid-to late-adolescence (15 to 17 years) compared with other developmental periods. These time-varying associations differed slightly by gender, at least for GPA. Our findings provide important developmental knowledge of parent-adolescent conflict for Chinese American youth and suggest that attention to conflict and links to adjustment is especially relevant during mid to late adolescence. Our study also illustrates the usefulness of integrative data analysis and TVEM to investigate how the strength of conflict-adjustment associations might change throughout development.}, language = {en} } @article{JuangSimpsonLeeetal.2018, author = {Juang, Linda P. and Simpson, Jeffry A. and Lee, Richard M. and Rothman, Alexander J. and Titzmann, Peter Fritz and Schachner, Maja Katharina and Korn, Lars and Heinemeier, Dorothee and Betsch, Cornelia}, title = {Using Attachment and Relational Perspectives to Understand Adaptation and Resilience Among Immigrant and Refugee Youth}, series = {American Psychologist}, volume = {73}, journal = {American Psychologist}, number = {6}, publisher = {American Psychological Association}, address = {Washington}, issn = {0003-066X}, doi = {10.1037/amp0000286}, pages = {797 -- 811}, year = {2018}, abstract = {Migration is a critical issue for child development in the 21st century. We expand on Garc{\´i}a Coll et al.'s (1996) integrative model of minority child development by drawing from principles of attachment theory and interpersonal relationships research to offer new insights into how youth manage and respond to migration experiences. Immigrant and refugee youth should experience better outcomes to the extent that they (a) maintain strong relationships with caregivers and peers who provide a sense of closeness, safety, and confidence during the process of adjusting to this life transition and (b) find ways to establish a sense of connection and belonging to the new people, places, communities, and social networks within which they now live. Strong bonds to people and connection to places (both familiar and new) can counter the social stratification consequences to minority youth development that are well articulated in Garc{\´i}a Coll et al.'s integrative model. The need for new and better strategies that promote the positive development of immigrant and refugee youth within their families, schools, workplaces, and communities is crucial, not only for individuals and families but for society as a whole.}, language = {en} } @article{MoffittJuangSyed2018, author = {Moffitt, Ursula Elinor and Juang, Linda P. and Syed, Moin}, title = {Being both German and Other}, series = {British Journal of Social Psychology}, volume = {57}, journal = {British Journal of Social Psychology}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {0144-6665}, doi = {10.1111/bjso.12268}, pages = {878 -- 896}, year = {2018}, abstract = {Recent discursive research has built on Michael Billig's theory of banal nationalism, arguing that minoritized individuals who explicitly claim adherence to a national group may be further marginalized from a perceived majority who view such acts as socially undesirable. In Germany, a master narrative of muted national pride precludes hot nationalism, while a narrative of integration calls for overt national allegiance from anyone perceived as Other. Integration is demanded not only of recent immigrants, but also of the second generation and beyond, bolstering a related narrative of unquestioned Germanness as ethnically based. We conducted narrative analysis of interviews with white and Turkish German young adults to explore these master narratives, examining national identity through the lens of banal and hot nationalism. We found it is not only hot nationalism that marginalized Turkish German participants, but also the unrealizable narrative of integration. Situated within research into exclusionary notions of German identity, we argue that the integration demand reiterates the narrative of Germany as ethnically homogenous while fostering a feedback loop of contested belonging. With the recent increase in refugees and other immigrants, this critical examination of identity and belonging in Germany offers a timely and underexamined perspective to an important discussion.}, language = {en} } @article{SchwarzenthalJuangSchachneretal.2019, author = {Schwarzenthal, Miriam and Juang, Linda P. and Schachner, Maja Katharina and van de Vijver, Fons J. R.}, title = {"When birds of a different feather flock together" - intercultural socialization in adolescents' friendships}, series = {International Journal of Intercultural Relations}, volume = {72}, journal = {International Journal of Intercultural Relations}, publisher = {Elsevier}, address = {Oxford}, issn = {0147-1767}, doi = {10.1016/j.ijintrel.2019.07.001}, pages = {61 -- 75}, year = {2019}, abstract = {We conclude that intercultural friendships are associated with important skills that are needed in increasingly multicultural societies if students experience and discuss cultural variations in these friendships.}, language = {en} } @article{TitzmannJuang2018, author = {Titzmann, Peter Fritz and Juang, Linda P.}, title = {Jugendliche mit Migrationshintergrund}, series = {Handbuch Jugend : psychologische Sichtweisen auf Ver{\"a}nderungen in der Adoleszenz}, journal = {Handbuch Jugend : psychologische Sichtweisen auf Ver{\"a}nderungen in der Adoleszenz}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-029859-0}, pages = {353 -- 370}, year = {2018}, language = {de} }