@article{MoffittJuang2018, author = {Moffitt, Ursula Elinor and Juang, Linda P.}, title = {"We don't do that in Germany!" A critical race theory examination of Turkish heritage young adults' school experiences}, series = {Ethnicities}, volume = {19}, journal = {Ethnicities}, number = {5}, publisher = {Sage Publ.}, address = {London}, issn = {1468-7968}, doi = {10.1177/1468796818788596}, pages = {830 -- 857}, year = {2018}, abstract = {Turkish heritage students are underrepresented at university-track secondary schools in Germany, yet the institutional discrimination contributing to this ongoing disparity often remains unquestioned, situated within inequitable norms of belonging. Drawing on critical race theory and a risk and resilience framework, the current study investigated the interplay between institutional and interpersonal discrimination in relation to exclusionary norms enacted in university-track schools. Using thematic analysis, interviews with eight Turkish German young adults from multiple regions of Germany were analyzed, highlighting the need for culturally responsive teaching, more teacher reflexivity regarding bias, a greater focus on equity, and more direct discussions of racism and its impact.}, language = {en} } @article{JuangSchwarzenthalAraletal.2022, author = {Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e and Pevec-Zimmer, Sharleen}, title = {Youth experiences of racism and family ethnic-racial socialization in Germany}, series = {Infant and child development : an international journal of research}, volume = {31}, journal = {Infant and child development : an international journal of research}, number = {1}, publisher = {Wiley}, address = {New York}, issn = {1522-7219}, doi = {10.1002/icd.2301}, pages = {14}, year = {2022}, abstract = {In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.}, language = {en} } @article{MoffittJuang2019, author = {Moffitt, Ursula Elinor and Juang, Linda P.}, title = {Who is "German" and who is a "migrant?" Constructing Otherness in education and psychology research}, series = {European Educational Research Journal}, volume = {18}, journal = {European Educational Research Journal}, number = {6}, publisher = {Sage Publ.}, address = {London}, issn = {1474-9041}, doi = {10.1177/1474904119827459}, pages = {656 -- 674}, year = {2019}, abstract = {Despite growing European and global interconnectedness, questions of national identity have only gained in importance in recent years. Yet the role researchers play in perpetuating norms of national belonging has gone largely unexamined. Who is included in unmarked national group labels such as German, Dutch, or Danish, who is understood as Other, and how terminology relates to exclusionary notions of national identity warrants greater investigation. Thus, using an exploratory review of recent research in the German context, the current study aimed to (a) identify relevant terminology in empirical education and psychology studies; (b) employ constructionist analysis to examine its situated meaning; (c) discuss societal and methodological implications; and (d) propose guidelines for more accurate and inclusive research. Based on a constructionist thematic analysis, a reiteration of a white ingroup and perceived immigrant Other was found. This dichotomy reinforces an exclusionary notion of who is German while omitting relevant information, such as participant generation or citizenship, from analyses. In doing so, researchers are perpetuating essentialized notions of national belonging while reporting incomplete and potentially inaccurate findings. Though selecting demographic information can be complex, recognizing the impact of labels and acknowledging heterogeneity are essential elements of inclusive and representative research.}, 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{JuangMoffittSchachneretal.2021, author = {Juang, Linda P. and Moffitt, Ursula Elinor and Schachner, Maja and Pevec-Zimmer, Sharleen}, title = {Understanding ethnic-racial identity in a context where "race" is taboo}, series = {Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation}, volume = {21}, journal = {Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Philadelphia, PA}, issn = {1528-3488}, doi = {10.1080/15283488.2021.1932901}, pages = {185 -- 199}, year = {2021}, abstract = {Ethnic-racial identity (ERI) is an important aspect of youth development and has been well-studied for the last several decades. One issue less discussed is how the construct of ERI translates across different countries and cultures. The purpose of our paper is to describe the sociohistorical context of Germany and implications for the study of ethnic-racial identity in Europe. We discuss the German adaption of the Identity Project, an 8-week school-based ethnic-racial identity exploration intervention developed in the United States. We use this as a concrete example of how we thought through the focal construct of ERI to figure out how and whether it is a salient social identity category for youth in Germany where, in response to the history of racially motivated genocide, discussions of "race" are taboo. Digging into the ways ERI may not be directly transferable to different contexts can help us understand its nature as a socially constructed identity with real-life implications. Our hope with this paper is to further discussion, question our conceptualizations, and acknowledge how a detailed understanding of sociohistorical contexts is needed for the study of ERI.}, language = {en} } @article{CivitilloSchachnerJuangetal.2017, author = {Civitillo, Sauro and Schachner, Maja Katharina and Juang, Linda P. and van de Vijver, Fons J. R. and Handrick, Anna and Noack, Peter}, title = {Towards a better understanding of cultural diversity approaches at school}, series = {Learning, Culture and Social Interaction}, volume = {12}, journal = {Learning, Culture and Social Interaction}, publisher = {Elsevier}, address = {Oxford}, issn = {2210-6561}, doi = {10.1016/j.lcsi.2016.09.002}, pages = {1 -- 14}, year = {2017}, abstract = {The current study investigates two types of cultural diversity approaches at school, namely (1) fostering equality and (2) promoting cultural pluralism. Adopting a mixed-methods design, this study assesses teachers' (n = 207) and students' (n = 1,644) self-reported perceptions of descriptive norms and evaluates school practices and artefacts in the physical and virtual environment of 22 secondary schools in south-west Germany. Results showed that in all schools under investigation teachers and students perceived descriptive norms fostering mostly equality. A wide variety of practices and artefacts was found, revealing a third distinct cultural approach leaning towards endorsing the majority culture. Different practices and artefacts were linked to an emphasis on equality, cultural pluralism, and endorsing the majority culture. Implications for educational policy, as well as applied diversity research, are discussed.}, language = {en} } @misc{SyedJuangSvensson2018, author = {Syed, Moin and Juang, Linda P. and Svensson, Ylva}, title = {Toward a new understanding of ethnic-racial settings for ethnic-racial identity development}, series = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, volume = {28}, journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, number = {2}, publisher = {Wiley}, address = {Hoboken}, issn = {1050-8392}, doi = {10.1111/jora.12387}, pages = {262 -- 276}, year = {2018}, abstract = {The purpose of this conceptual article is to advance theory and research on one critical aspect of the context of ethnic-racial identity (ERI) development: ethnic-racial settings, or the objective and subjective nature of group representation within an individual's context. We present a new conceptual framework that consists of four dimensions: (1) perspective (that settings can be understood in both objective and subjective terms); (2) differentiation (how groups are defined in a setting); (3) heterogeneity (the range of groups in a setting); and (4) proximity (the distance between the individual and the setting). Clarifying this complexity is crucial for advancing a more coherent understanding of how ethnic-racial settings are related to ERI development.}, language = {en} } @article{JuangShenCostiganetal.2018, author = {Juang, Linda P. and Shen, Yishan and Costigan, Catherine L. and Hou, Yang}, title = {Time-varying associations of racial discrimination and adjustment among Chinese-heritage adolescents in the United States and Canada}, series = {Development and psychopathology : D\&P}, volume = {30}, journal = {Development and psychopathology : D\&P}, number = {5}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {0954-5794}, doi = {10.1017/S0954579418001128}, pages = {1661 -- 1678}, year = {2018}, abstract = {The aim of our study was twofold: to examine (a) whether the link between racial discrimination and adjustment showed age-related changes across early to late adolescence for Chinese-heritage youth and (b) whether the age-related associations of the discrimination-adjustment link differed by gender, nativity, and geographical region. We pooled two independently collected longitudinal data sets in the United States and Canada (N = 498, ages 12-19 at Wave 1) and used time-varying effect modeling to show that discrimination is consistently associated with poorer adjustment across all ages. These associations were stronger at certain ages, but for males and females, first- and second-generation adolescents, and US and Canadian adolescents they differed. There were stronger relations between discrimination and adjustment in early adolescence for males compared to females, in middle adolescence for first-generation compared to second-generation adolescents, and in early adolescence for US adolescents compared to Canadian adolescents. In general, negative implications for adjustment associated with discrimination diminished across the span of adolescence for females, second-generation, and US and Canadian adolescents, but not for males or first-generation adolescents. The results show that the discrimination-adjustment link must be considered with regard to age, gender, nativity, and region, and that attention to discrimination in early adolescence may be especially important.}, 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{CivitilloJuangBadraetal.2018, author = {Civitillo, Sauro and Juang, Linda P. and Badra, Marcel and Schachner, Maja Katharina}, title = {The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection}, series = {Teaching and Teacher Education}, volume = {77}, journal = {Teaching and Teacher Education}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2018.11.002}, pages = {341 -- 351}, year = {2018}, abstract = {This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.}, 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{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{JuangSyed2019, author = {Juang, Linda P. and Syed, Moin}, title = {The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment}, series = {Child development perspectives}, volume = {13}, journal = {Child development perspectives}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {1750-8592}, doi = {10.1111/cdep.12346}, pages = {241 -- 246}, year = {2019}, abstract = {Acculturation and developmental theories and frameworks have merged steadily to portray the development and adaptation of immigrant children more comprehensively. In this article, we trace this evolution to show how research has increasingly provided greater specificity in identifying the domains, dimensions, and contexts of acculturation processes, as integrated with greater concern for developmental principles. Although models have become more complex and comprehensive, we still need well-formulated theoretical explanations for the many processes that link development with acculturation and subsequent adjustment. We argue that novel developmental and acculturation concepts could advance specific lines of research situated in these complex models. By continuing to integrate developmental science and acculturation research more explicitly, we can arrive at a clearer and more complete understanding of how immigrant children and youth adapt across the lifespan.}, language = {en} } @article{CivitilloJuangSchachner2021, author = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja}, title = {Stressing similarities or ignoring differences?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {1}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-00995-9}, pages = {135 -- 153}, year = {2021}, abstract = {The color-evasive ideology (commonly termed "colorblindness") proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and ignoring differences) are two distinct, albeit related, constructs. We tested this hypothesis by applying these two forms of the color-evasive ideology to teachers' cultural diversity beliefs. In two cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), and in-service teachers (Study 2, n = 99), questionnaire items on the stressing similarities ideology and items on the ignoring differences ideology loaded on two separate factors, providing a better fit to the data than the one-factor model. Mean scores on these two types of color-evasive ideology also differed substantially, indicating that participants across the two studies mainly endorsed the stressing similarities perspective. The stressing similarities and ignoring differences ideologies related differently to other intergroup ideologies (i.e., multiculturalism and polyculturalism), and showed different patterns to psychosocial functioning in culturally diverse classrooms (i.e., cultural diversity-related stress).}, language = {en} } @article{SchachnerJuangMoffittetal.2018, author = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.}, title = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background}, series = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)}, volume = {23}, journal = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)}, number = {1}, publisher = {Hogrefe Publ.}, address = {G{\"o}ttingen}, issn = {1016-9040}, doi = {10.1027/1016-9040/a000312}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414101}, pages = {44 -- 56}, year = {2018}, abstract = {Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.}, language = {en} } @misc{SchachnerJuangMoffittetal.2018, author = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.}, title = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {611}, issn = {1866-8364}, doi = {10.25932/publishup-43408}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434082}, pages = {44 -- 56}, year = {2018}, abstract = {Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.}, language = {en} } @article{SchwarzenthalSchachnerJuangetal.2020, author = {Schwarzenthal, Miriam and Schachner, Maja Katharina and Juang, Linda P. and van de Vijver, Fons J. R.}, title = {Reaping the benefits of cultural diversity}, series = {European journal of social psychology}, volume = {50}, journal = {European journal of social psychology}, number = {2}, publisher = {Wiley}, address = {Hoboken}, issn = {0046-2772}, doi = {10.1002/ejsp.2617}, pages = {323 -- 346}, year = {2020}, abstract = {Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color-evasion, would be positively related to adolescents' intercultural competence. Adolescents in North Rhine-Westphalia (N = 631, Mage = 13.69 years, 49\% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52\% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color-evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non-immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents' intercultural competence and that none of them may be sufficient on their own.}, language = {en} } @misc{SchwarzenthalSchachnerJuangetal.2019, author = {Schwarzenthal, Miriam and Schachner, Maja Katharina and Juang, Linda P. and Van De Vijver, Fons J. R.}, title = {Reaping the benefits of cultural diversity}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {581}, issn = {1866-8364}, doi = {10.25932/publishup-43750}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-437502}, pages = {24}, year = {2019}, abstract = {Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color-evasion, would be positively related to adolescents' intercultural competence. Adolescents in North Rhine-Westphalia (N = 631, Mage = 13.69 years, 49\% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52\% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color-evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non-immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents' intercultural competence and that none of them may be sufficient on their own.}, 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{SyedJuang2017, author = {Syed, Moin and Juang, Linda P.}, title = {Person-centered trajectories of cultural values and behaviors among Chinese American adolescents}, series = {Journal of adolescence}, volume = {62}, journal = {Journal of adolescence}, publisher = {Elsevier}, address = {London}, issn = {0140-1971}, doi = {10.1016/j.adolescence.2017.05.005}, pages = {184 -- 197}, year = {2017}, abstract = {This study examined change in acculturation values and behavior among 310 Chinese American adolescents, and how patterns of change were related to key demographic variables and indicators of positive youth development. Dual process group-based trajectory models of change in U.S. and Chinese values and behaviors indicated a six-group solution for each. The results showed that acculturation value patterns were not related to gender, nativity, or parent education, but were related to family cohesion, self-esteem, general and academic self-efficacy, and GPA. Acculturation behavior patterns were not related to gender but were related to nativity and parent education, and were also related to general self-efficacy and family cohesion. Taken together, our findings suggest that most trajectories of acculturation are associated with positive outcomes, but there are small groups of adolescents that function very well (those who maintain higher behavioral involvement in both) and some not very well, especially those whose behaviors are becoming more disparate over time. Special Issue: Explaining Positive Adaptation of Immigrant Youth across Cultures. (C) 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.}, language = {en} } @article{JuangIttelHoferichteretal.2016, author = {Juang, Linda P. and Ittel, Angela and Hoferichter, Frances and Gallarin, Miriam}, title = {Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors}, series = {Journal of college student development}, volume = {57}, journal = {Journal of college student development}, publisher = {Johns Hopkins Univ. Press}, address = {Baltimore}, issn = {0897-5264}, pages = {380 -- 394}, year = {2016}, abstract = {Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was related to poorer adjustment (in terms of depressive symptoms, somatization, and loneliness), peer support, but not family cohesion, modified some of these relations. The findings highlight the importance of identifying protective factors in the contexts of family and peers. Doing so moves research on discrimination beyond targeting only individual level characteristics (such as a stronger ethnic identity or personal coping strategies) to include factors concerning a broader network of support in understanding how the negative effects of discrimination may be tempered.}, language = {en} } @misc{VietzeJuangSchachner2019, author = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina}, title = {Peer cultural socialisation}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {557}, issn = {1866-8364}, doi = {10.25932/publishup-43343}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433433}, pages = {579 -- 598}, year = {2019}, abstract = {This study investigated how peers can contribute to cultural minority students' cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51\% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.}, language = {en} } @article{VietzeJuangSchachner2019, author = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina}, title = {Peer cultural socialisation}, series = {Intercultural Education}, volume = {30}, journal = {Intercultural Education}, number = {5}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1467-5986}, doi = {10.1080/14675986.2019.1586213}, pages = {579 -- 598}, year = {2019}, abstract = {This study investigated how peers can contribute to cultural minority students' cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51\% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.}, language = {en} } @article{NguyenWongJuangetal.2015, author = {Nguyen, Chi P. and Wong, Y. Joel and Juang, Linda P. and Park, Irene J. K.}, title = {Pathways Among Asian Americans' Family Ethnic Socialization, Ethnic Identity, and Psychological Well-Being: A Multigroup Mediation Model}, series = {Asian American journal of psychology}, volume = {6}, journal = {Asian American journal of psychology}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {1948-1985}, doi = {10.1037/aap0000026}, pages = {273 -- 280}, year = {2015}, abstract = {The present study examined the mediating role of ethnic identity in the relation between family ethnic socialization and psychological well-being among Asian American college students. In addition, it explored the moderating role of gender in the pathways among 3 variables. Participants were 970 Asian American college students who were part of the Multi-Site University Study of Identity and Culture (MUSIC). Results from a multigroup structural equation model indicated that family ethnic socialization was positively and significantly related to ethnic identity and psychological well-being, whereas ethnic identity was also positively and significantly related to psychological well-being. Furthermore, family ethnic socialization was related to psychological well-being through different pathways for Asian American women versus men. Ethnic identity significantly mediated the association between family ethnic socialization and psychological well-being for women, but not for men. In contrast, family ethnic socialization was more strongly related to psychological well-being for men than for women. The practical implications for mental health professionals working with Asian American families are also discussed, particularly with regard to the role of family ethnic socialization in Asian American families.}, language = {en} } @article{KiaKeatingJuang2022, author = {Kia-Keating, Maryam and Juang, Linda P.}, title = {Participatory Science as a Decolonizing Methodology}, series = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45}, volume = {28}, journal = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {1099-9809}, doi = {10.1037/cdp0000514}, pages = {299 -- 305}, year = {2022}, abstract = {Public Significance Statement As we have entered an age of unprecedented mass displacement, global solutions are necessary. Participatory science offers an opportunity for a transformative shift toward equitable partnerships between researchers and communities toward innovation and may provide a key to unsolved problems, as well as tap into the possibilities for progress and growth. This special issue on participatory research with immigrant and refugee communities offers a roadmap for advancing the field of psychology. Objectives: The major global problems of our day, including mass displacement, climate change, violence, and pandemic, necessitate global solutions. In a world where injustice and inequities are rampant, psychologists stand at the precipice of social change and action, with an opportunity to unambiguously decolonize our research methodologies, and engage in scholarship that provides immediate benefits to communities. Method: Participatory methods offer an opportunity to co-create an empowering, equitable, inclusive, and ethical science in partnership with communities. Results: This special issue on Collaborative and Participatory Research to Promote Engagement, Empowerment, and Resilience for Immigrant and Refugee Youth, Families, and Communities highlights exemplary interdisciplinary work that has emerged in learning from and working in partnership with immigrant and refugee youth, families, and communities. Conclusions: The special issue offers six major components of participatory methodologies that provide a roadmap to decolonizing psychological science, recognize the potentials for innovation and impact, and advance the field.}, 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} } @article{SyedSantosYooetal.2017, author = {Syed, Moin and Santos, Carlos and Yoo, Hyung Chol and Juang, Linda P.}, title = {Invisibility of racial/ethnic minorities in developmental science}, series = {American Psychologist}, volume = {73}, journal = {American Psychologist}, number = {6}, publisher = {American Psychological Association}, address = {Washington}, issn = {0003-066X}, doi = {10.1037/amp0000294}, pages = {812 -- 826}, year = {2017}, abstract = {Garc{\´i}a Coll et al.'s (1996)integrative model was a landmark article for developmentalscience, and for psychology more broadly, in outlining the multitude of social and culturalfactors at play when seeking to understand the development of racial/ethnic minority children.The time is ripe to not only take stock of those advances but also evaluate the integrativemodel in the context of present-day research practice within developmental psychology, andpsychology more broadly. The purpose of this article is to bring a systemic perspective todevelopmental science through a discussion of current practices in the field. To do so, weexamineinvisibility, or how dominant practices serve to overlook, silence, or dismissknowledge produced by and for racial/ethnic minority populations. Guided by the interpretiveframework of intersectionality (Crenshaw, 1991), we discuss three key questions: Fromwhose vantage point is research conducted? What types of questions are valued? And whogets left out? We then conclude with recommendations for changes in practices for individ-uals, institutions, and the field at large. Importantly, although our analysis is largely groundedin research and practices in developmental psychology, it is also highly relevant to psycho-logical science as a whole.}, language = {en} } @misc{MoffittJuangSyed2020, author = {Moffitt, Ursula Elinor and Juang, Linda P. and Syed, Moin}, title = {Intersectionality and Youth Identity Development Research in Europe}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {613}, issn = {1866-8364}, doi = {10.25932/publishup-45979}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-459790}, pages = {16}, year = {2020}, abstract = {The increasing application of intersectionality to the psychological study of identity development raises questions regarding how we as researchers construct and operationalize social identity categories, as well as how we best capture and address systems of oppression and privilege within our work. In the continental European context, the use of the intersectionality paradigm raises additional issues, since "race" was officially removed from the vernacular following the atrocities of WWII, yet racialized oppression continues to occur at every level of society. Within psychological research, participants are often divided into those with and without "migration background," which can reiterate inequitable norms of national belonging while washing over salient lived experiences in relation to generation status, citizenship, religion, gender, and the intersection between these and other social locations. Although discrimination is increasingly examined in identity development research, rarely are the history and impact of colonialism and related socio-historical elements acknowledged. In the current paper, we aim to address these issues by reviewing previous research and discussing theoretical and practical possibilities for the future. In doing so, we delve into the problems of trading in one static social identity category (e.g., "race") for another (e.g., "migration background/migrant") without examining the power structures inherent in the creation of these top-down categories, or the lived experiences of those navigating what it means to be marked as a racialized Other. Focusing primarily on contextualized ethno-cultural identity development, we discuss relevant examples from the continental European context, highlighting research gaps, points for improvement, and best practices.}, language = {en} } @article{MoffittJuangSyed2020, author = {Moffitt, Ursula Elinor and Juang, Linda P. and Syed, Moin}, title = {Intersectionality and Youth Identity Development Research in Europe}, series = {Frontiers in Psychology}, volume = {11}, journal = {Frontiers in Psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2020.00078}, pages = {14}, year = {2020}, abstract = {The increasing application of intersectionality to the psychological study of identity development raises questions regarding how we as researchers construct and operationalize social identity categories, as well as how we best capture and address systems of oppression and privilege within our work. In the continental European context, the use of the intersectionality paradigm raises additional issues, since "race" was officially removed from the vernacular following the atrocities of WWII, yet racialized oppression continues to occur at every level of society. Within psychological research, participants are often divided into those with and without "migration background," which can reiterate inequitable norms of national belonging while washing over salient lived experiences in relation to generation status, citizenship, religion, gender, and the intersection between these and other social locations. Although discrimination is increasingly examined in identity development research, rarely are the history and impact of colonialism and related socio-historical elements acknowledged. In the current paper, we aim to address these issues by reviewing previous research and discussing theoretical and practical possibilities for the future. In doing so, we delve into the problems of trading in one static social identity category (e.g., "race") for another (e.g., "migration background/migrant") without examining the power structures inherent in the creation of these top-down categories, or the lived experiences of those navigating what it means to be marked as a racialized Other. Focusing primarily on contextualized ethno-cultural identity development, we discuss relevant examples from the continental European context, highlighting research gaps, points for improvement, and best practices.}, language = {en} } @article{SchwarzenthalSchachnerJuang2022, author = {Schwarzenthal, Miriam and Schachner, Maja Katharina and Juang, Linda P.}, title = {F{\"u}r ein besseres Miteinander}, series = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, journal = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-036682-4}, pages = {176 -- 189}, year = {2022}, language = {de} } @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} } @misc{VietzeJuangSchachneretal.2018, author = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina and Werneck, Harald}, title = {Feeling Half-Half?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {455}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412742}, pages = {18}, year = {2018}, abstract = {Growing up in multicultural environments, Turkish-heritage individuals in Europe face specific challenges in combining their multiple cultural iden- tities to form a coherent sense of self. Drawing from social identity com- plexity, this study explores four modes of combining cultural identities and their variation in relational contexts. Problem-centered interviews with Turkish-heritage young adults in Austria revealed the preference for com- plex, supranational labels, such as multicultural. Furthermore, most partici- pants described varying modes of combining cultural identities over time and across relational contexts. Social exclusion experiences throughout adolescence related to perceived conflict of cultural identities, whereas multicultural peer groups supported perceived compatibility of cultural identities. Findings emphasize the need for complex, multidimensional approaches to study ethnic minorities' combination of cultural identities.}, language = {en} } @article{VietzeJuangSchachneretal.2018, author = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina and Werneck, Harald}, title = {Feeling Half-Half?}, series = {Identity : an International Journal of Theory and Research}, volume = {18}, journal = {Identity : an International Journal of Theory and Research}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1528-3488}, doi = {10.1080/15283488.2017.1410159}, pages = {60 -- 76}, year = {2018}, abstract = {Growing up in multicultural environments, Turkish-heritage individuals in Europe face specific challenges in combining their multiple cultural identities to form a coherent sense of self. Drawing from social identity complexity, this study explores four modes of combining cultural identities and their variation in relational contexts. Problem-centered interviews with Turkish-heritage young adults in Austria revealed the preference for complex, supranational labels, such as multicultural. Furthermore, most participants described varying modes of combining cultural identities over time and across relational contexts. Social exclusion experiences throughout adolescence related to perceived conflict of cultural identities, whereas multicultural peer groups supported perceived compatibility of cultural identities. Findings emphasize the need for complex, multidimensional approaches to study ethnic minorities' combination of cultural identities.}, language = {en} } @misc{KunyuJuangMorenoHerrera2022, author = {Kunyu, David Khisoni and Juang, Linda P. and Moreno Herrera, L{\´a}zaro}, title = {Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {824}, issn = {1866-8364}, doi = {10.25932/publishup-58578}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-585781}, pages = {16}, year = {2022}, abstract = {Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.}, language = {en} } @article{KunyuJuangMorenoHerrera2022, author = {Kunyu, David Khisoni and Juang, Linda P. and Moreno Herrera, L{\´a}zaro}, title = {Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya}, series = {Frontiers in human dynamics}, volume = {4}, journal = {Frontiers in human dynamics}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2673-2726}, doi = {10.3389/fhumd.2022.898081}, pages = {16}, year = {2022}, abstract = {Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.}, language = {en} } @article{SchwarzenthalSchachnervandeVijveretal.2018, author = {Schwarzenthal, Miriam and Schachner, Maja Katharina and van de Vijver, Fons J. R. and Juang, Linda P.}, title = {Equal but Different}, series = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45}, volume = {24}, journal = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45}, number = {2}, publisher = {American Psychological Association}, address = {Washington}, issn = {1099-9809}, doi = {10.1037/cdp0000173}, pages = {260 -- 271}, year = {2018}, abstract = {Objectives: Integrating research on intergroup contact and intercultural relations, we investigated effects of 2 types of cultural diversity norms (equality/inclusion and cultural pluralism) on outgroup orientation and perceived discrimination among students of immigrant and nonimmigrant background. Method: Our sample comprised 1,975 6th graders (M-age = 11.53, SDage = 0.69, 47\% female) in Germany, of whom 1,213 (61\%) were of immigrant background, defined as having at least 1 parent born in a different country. A total of 83 countries of origin were represented. We applied a multilevel framework to assess the impact of individual-level and class-level predictors on intergroup outcomes, controlling for the classroom ethnic composition, school track, and individual-level covariates. Immigrant background was treated as a moderator. Results: The 2 types of cultural diversity norms were generally associated with more positive intergroup outcomes. Some of the associations differed in strength between students of immigrant and nonimmigrant background. There were stronger associations of equality/inclusion with higher outgroup orientation among students of nonimmigrant background and with lower perceived discrimination among students of immigrant background. Ethnic composition, as well as the classroom-aggregated diversity norms (diversity climate) showed weaker relations with the outcome variables. Conclusions: Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity. 1}, language = {en} } @article{JuangSchachnerAraletal.2023, author = {Juang, Linda P. and Schachner, Maja and Aral, Tuğ{\c{c}}e and Schwarzenthal, Miriam and Kunyu, David Khisoni and L{\"o}hmannsr{\"o}ben, Hanna}, title = {Effects of a brief self-affirmation writing intervention among 7(th) graders in Germany}, series = {Social psychology of education : an international journal}, journal = {Social psychology of education : an international journal}, publisher = {Springer}, address = {Dordrecht}, issn = {1381-2890}, doi = {10.1007/s11218-023-09789-9}, pages = {35}, year = {2023}, abstract = {We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65\% of immigrant descent, 50\% female, M-age = 12.35 years, SDage = .69) from 7(th) grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8(th) grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-term and for all adolescents, the intervention lessened an upward trajectory in disruptive behavior. Overall, the self-affirmation intervention benefited some aspects of school-related adjustment for adolescents of immigrant and non-immigrant descent. The intervention context is important, with classroom cultural diversity climate acting as a psychological affordance enhancing affirmation effects. Our study supports the ongoing call for theorizing and empirically testing student and context heterogeneity to better understand for whom and under which conditions this intervention may work.}, language = {en} } @article{KunyuJuangSchachneretal.2021, author = {Kunyu, David Khisoni and Juang, Linda P. and Schachner, Maja Katharina and Schwarzenthal, Miriam}, title = {Discrimination among youth of immigrant descent in Germany}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {52}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {3-4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000231}, pages = {88 -- 102}, year = {2021}, abstract = {Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment ofadolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academicadjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritagegroup, and national group are associated with lower socioemotional and academic adjustment of adolescents of immigrant descent inGermany; and (2) whether a sense of belonging with these different sources acts as a protective factor lowering the negative effects ofdiscrimination on adjustment. Our sample included 439 7th-grade adolescents (51\% female,Mage= 12.4 years) of immigrant descent from15 Berlin secondary schools. Results showed that higher discrimination was related to greater physiological stress, depressive symptoms,and disruptive school behavior. Higher heritage (but not national) identity, a higher sense of belonging with classmates and with teacherswere associated with better socioemotional and academic adjustment. An examination of interaction effects between discrimination andforms of belonging on adjustment revealed that, while the association between discrimination and poorer adjustment weakened for thosewith higher heritage identity, the association between discrimination and physiological stress increased for those with higher teacherrelatedness. We conclude that heritage identity (but not national identity or sense of belonging with classmates) can indeed be a protectivefactor against the negative effects of discrimination for adolescents of immigrant descent in Germany. Even though belonging with teachersmay exacerbate discrimination effects, further investigation with longitudinal data is needed. The findings underline the important role ofheritage ties among adolescents of immigrant descent as a source of adjustment, especially in light of discrimination experiences.}, language = {en} } @article{JuangShenKimetal.2016, author = {Juang, Linda P. and Shen, Yishan and Kim, Su Yeong and Wang, Yijie}, title = {Development of an Asian American Parental Racial-Ethnic Socialization Scale}, series = {Learning and individual differences}, volume = {22}, journal = {Learning and individual differences}, publisher = {American Psychological Association}, address = {Washington}, issn = {1099-9809}, doi = {10.1037/cdp0000083}, pages = {417 -- 431}, year = {2016}, abstract = {Objective: To develop a measure of parental racial-ethnic socialization that is appropriate for Asian American families. Method: To test the reliability and validity of this new measure, we surveyed 575 Asian American emerging adults (49\% female, 79\% U.S. born). Results: Using exploratory and confirmatory factor analyses, the results show 7 reliable subscales: maintenance of heritage culture, becoming American, awareness of discrimination, avoidance of other groups, minimization of race, promotion of equality, and cultural pluralism. Tests of factorial invariance show that overall, the subscales demonstrate, at minimum, partial metric invariance across gender, age, nativity, educational attainment, parent educational attainment, geographic region of residence, and Asian-heritage region. Thus, the relations among the subscales with other variables can be compared across these different subgroups. The subscales also correlated with ethnic identity, ethnic centrality, perceptions of discrimination, and pluralistic orientation, demonstrating construct validity. Conclusion: In an increasingly complex and diverse social world, our scale will be useful for gaining a better understanding of how Asian American parents socialize their children regarding issues of race, discrimination, culture, and diversity.}, 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{JuangSchachner2020, author = {Juang, Linda P. and Schachner, Maja Katharina}, title = {Cultural diversity, migration and education}, series = {International journal of psychology}, volume = {55}, journal = {International journal of psychology}, number = {5}, publisher = {Wiley-VCH}, address = {Chichester}, issn = {0020-7594}, doi = {10.1002/ijop.12702}, pages = {695 -- 701}, year = {2020}, abstract = {Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51\% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues.}, language = {en} } @article{AralSchachnerJuangetal.2022, author = {Aral, Tuğ{\c{c}}e and Schachner, Maja K. and Juang, Linda P. and Schwarzenthal, Miriam}, title = {Cultural diversity approaches in schools and adolescents' willingness to support refugee youth}, series = {British journal of educational psychology / British Psychological Society}, volume = {92}, journal = {British journal of educational psychology / British Psychological Society}, number = {2}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {0007-0998}, doi = {10.1111/bjep.12458}, pages = {772 -- 799}, year = {2022}, abstract = {Background Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with adolescents' intergroup relations. Aim We examined the link between two sub-dimensions of cultural diversity approaches (i.e., equal treatment; heritage and intercultural learning) and adolescents' prosocial intentions and behaviour towards refugee youth. Then, we explored the mediating role of identity inclusiveness (i.e., perceived similarity of the self with others). Sample and methods We sampled culturally diverse eighth grade adolescents from 54 classrooms in Berlin (N = 503, M-age = 13.76 years, 50.6\% female). Surveys measured perceived cultural diversity norms, adolescents' perceived identity inclusiveness with refugee youth, prosocial intentions to support refugee youth, and willingness to donate to a project for refugee youth. Results Multilevel models revealed that adolescents' perception of heritage and intercultural learning predicted adolescents' prosocial intentions towards refugee youth, but not their willingness to donate. Equal treatment was not a significant predictor of adolescents' prosocial intentions towards refugee youth, or their willingness to donate. Identity inclusiveness did not mediate the relation between cultural diversity approaches and prosocial intentions. However, identity inclusiveness did positively relate adolescents' prosocial intentions and willingness to donate. Conclusions We conclude that culturally diverse schools that engage in heritage and intercultural learning might help to promote positive relations between local and refugee youth in schools and society. Fostering inclusive identities may enhance local adolescent's prosocial intention and behaviour.}, language = {en} } @article{SchwarzenthalJuangMoffittetal.2022, author = {Schwarzenthal, Miriam and Juang, Linda P. and Moffitt, Ursula and Schachner, Maja K.}, title = {Critical consciousness socialization at school}, series = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, volume = {32}, journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {1050-8392}, doi = {10.1111/jora.12713}, pages = {1452 -- 1469}, year = {2022}, abstract = {Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity.}, language = {en} } @article{JuangMoffittKimetal.2016, author = {Juang, Linda P. and Moffitt, Ursula Elinor and Kim, Su Yeong and Lee, Richard M. and Soto, Jose Angel and Hurley, Eric and Weisskirch, Robert S. and Blozis, Shelley A. and Castillo, Linda G. and Huynh, Que-Lam and Whitborne, Susan Krauss}, title = {Cognitive reappraisal and expressive suppression: Links to racial-ethnic discrimination and adjustment among Latino/a and Asian-heritage college students}, series = {Journal of adolescence}, volume = {53}, journal = {Journal of adolescence}, publisher = {Elsevier}, address = {London}, issn = {0140-1971}, doi = {10.1016/j.adolescence.2016.08.012}, pages = {21 -- 33}, year = {2016}, abstract = {Objective: We examined whether two key emotion regulation strategies, cognitive reappraisal and expressive suppression, moderated the relations between discrimination (i.e., foreigner objectification and general denigration) and adjustment. Methods: Participants were U.S. Latino/a and Asian-heritage college students (N = 1,279, 67\% female, 72\% U.S. born) from the Multi-Site University Study of Identity and Culture (MUSIC). Students completed online self-report surveys in 2009. Results: Multi-group path analysis demonstrated that a fully constrained model fit well for both Latino/a and Asian-heritage student data. The results showed that with increasing levels of denigration (but not foreigner objectification), the combination of lower cognitive reappraisal and higher expressive suppression was related to greater depressive symptoms, anxiety, and aggression. Conclusions: Our findings highlight the importance of examining multiple emotion regulation strategies simultaneously considering what strategies are available to individuals and in what combination they are used to understand how best to deal with negative emotions resulting from experiencing discrimination. (C) 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.}, language = {en} } @misc{CivitilloJuangSchachner2018, author = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja Katharina}, title = {Challenging beliefs about cultural diversity in education}, series = {Educational Research Review}, volume = {24}, journal = {Educational Research Review}, publisher = {Elsevier}, address = {Oxford}, issn = {1747-938X}, doi = {10.1016/j.edurev.2018.01.003}, pages = {67 -- 83}, year = {2018}, abstract = {Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers' beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail the methodological strengths and weaknesses of these studies. A total of 36 studies published between 2005 and 2015 that used a longitudinal assessment of cultural diversity beliefs were reviewed. The collective results of these studies indicate a large variance amongst trainings, with experiential learning shifting cultural diversity beliefs positively. However, existing studies have significant limitations in the study design and training evaluation that hinder their conclusions regarding internal and external validity and point towards new directions for future research.}, 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{KunyuSchachnerJuangetal.2021, author = {Kunyu, David Khisoni and Schachner, Maja and Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e}, title = {Acculturation hassles and adjustment of adolescents of immigrant descent}, series = {New directions for child and adolescent development}, volume = {177}, journal = {New directions for child and adolescent development}, editor = {Eckstein, K. and Crocetti, E.}, publisher = {Hindawi Limited}, address = {London}, issn = {1534-8687}, doi = {10.1002/cad.20408}, pages = {101 -- 121}, year = {2021}, abstract = {Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51\% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.}, language = {en} } @article{SchwarzenthalJuangSchachneretal.2019, author = {Schwarzenthal, Miriam and Juang, Linda P. and Schachner, Maja Katharina and van de Vijver, Fons J. R.}, title = {A multimodal measure of cultural intelligence for adolescents growing up in culturally diverse societies}, 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.2019.07.007}, pages = {109 -- 121}, year = {2019}, abstract = {Adolescents growing up in culturally diverse societies need to develop intercultural competence. To better understand how to develop intercultural competence we need measures specifically relating to the everyday intercultural experiences of adolescents. However, few measures of intercultural competence are available for this target group. Based on the cultural intelligence (CQ) model (Earley \& Ang, 2003), we developed a measure that combines a self-report questionnaire and situational judgment tests (SJTs). The latter comprise a brief description of intercultural situations, followed by questions asking the adolescents to interpret and provide a reaction to the situations. The reliability, factor structure, measurement equivalence, and validity of the new measure was tested in two samples of adolescents in culturally diverse regions in North Rhine-Westphalia (N = 631, 48\% female, M-a(ge) = 13.69 years, SDage = 1.83) and Berlin (N = 1,335, 48\% female, M-age = 14.69 years, SDage, = 0.74) in Germany. The self-report CQ scale showed good reliability and a four-dimensional factor structure with a higher-order CQ factor. The responses to the SJTs were coded based on a coding manual and the ratings loaded onto one factor. The measurement models showed metric to scalar measurement equivalence across immigrant background, gender, and grade. The CQ factor and the SJT factor were positively correlated with each other, as well as with related constructs such as openness, perspective-taking, and diversity beliefs. We conclude that the new measure offers a reliable and valid method to assess the intercultural competence of adolescents growing up in culturally diverse societies.}, 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{JuangSchwarzenthalMoffittetal.2021, author = {Juang, Linda P. and Schwarzenthal, Miriam and Moffitt, Ursula Elinor and Vietze, Jana}, title = {"No, where are you really from?"}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)}, volume = {53}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)}, number = {3-4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000242}, pages = {82 -- 93}, year = {2021}, abstract = {Being perceived as a foreigner regardless of one's generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe.}, language = {en} }