@article{SchachnerVandeVijverNoack2018,
  author    = {Schachner, Maja Katharina and Van de Vijver, Fons J. R. and Noack, Peter},
  title     = {Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany},
  series = {The Journal of Early Adolescence},
  volume    = {38},
  journal   = {The Journal of Early Adolescence},
  number    = {3},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0272-4316},
  doi       = {10.1177/0272431616670991},
  pages     = {352 -- 384},
  year      = {2018},
  abstract  = {Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50\% male; M-age = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed.},
  language  = {en}
}
@article{SchachnerSchwarzenthalvandeVijveretal.2019,
  author    = {Schachner, Maja Katharina and Schwarzenthal, Miriam and van de Vijver, Fons J. R. and Noack, Peter},
  title     = {How all students can belong and achieve},
  series = {The journal of educational psychology},
  volume    = {111},
  journal   = {The journal of educational psychology},
  number    = {4},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000303},
  pages     = {703 -- 716},
  year      = {2019},
  abstract  = {As schools are becoming more culturally diverse, it is crucial to understand how they can approach this diversity in ways that allow all students to feel included and do well. We focus on the manifestation of two related but distinct approaches to cultural diversity, namely equality and inclusion (i.e., promoting positive intergroup contact) and cultural pluralism (i.e., embracing students' diverse cultural backgrounds as a resource), in the perceived classroom climate. Specifically, we test a model in which the link of cultural diversity climate at school and student outcomes (achievement, academic self-concept and general life satisfaction) is mediated by sense of school belonging, both at the individual and classroom level. Analyses are based on 1,971 students (61\% of immigrant background; Mage = 11.53, SDage = 0.73, 52\% male) in 88 culturally diverse classrooms in southwest Germany after their first year at secondary school. Individual- and classroom-level results suggest that both perceived equality and inclusion as well as cultural pluralism are positively associated with outcomes and this link is mediated by school belonging. There were no differences in the effects of (perceived) cultural diversity climate and school belonging between students of immigrant and nonimmigrant background, suggesting that dealing with cultural diversity in a constructive way is beneficial for all students attending multiethnic schools.},
  language  = {en}
}
@article{SchachnerNoackVandeVijveretal.2016,
  author    = {Schachner, Maja Katharina and Noack, Peter and Van de Vijver, Fons J. R. and Eckstein, Katharina},
  title     = {Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism},
  series = {Child development},
  volume    = {87},
  journal   = {Child development},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0009-3920},
  doi       = {10.1111/cdev.12536},
  pages     = {1175 -- 1191},
  year      = {2016},
  abstract  = {The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (M-age=10.49years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed.},
  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}
}