@article{VietzeSchwarzenthalMoffittetal.2022, author = {Vietze, Jana and Schwarzenthal, Miriam and Moffitt, Ursula and Civitillo, Sauro}, title = {Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research}, series = {European journal of psychology of education}, volume = {38}, journal = {European journal of psychology of education}, number = {1}, publisher = {Springer}, address = {New York}, issn = {0256-2928}, doi = {10.1007/s10212-022-00611-2}, pages = {389 -- 408}, year = {2022}, abstract = {Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48\% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences.}, 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} } @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} } @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} } @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} } @phdthesis{Vietze2019, author = {Vietze, Jana}, title = {Social context as a resource for cultural belonging and adjustment}, school = {Universit{\"a}t Potsdam}, pages = {148}, year = {2019}, 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} }