@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}
}
@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}
}