@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} } @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} } @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} } @misc{SchachnerHeHeizmannetal.2017, author = {Schachner, Maja Katharina and He, Jia and Heizmann, Boris and Van de Vijver, Fons J. R.}, title = {Acculturation and School Adjustment of Immigrant Youth in Six European Countries}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395237}, pages = {11}, year = {2017}, abstract = {School adjustment determines long-term adjustment in society. Yet, immigrant youth do better in some countries than in others. Drawing on acculturation research (Berry, 1997; Ward, 2001) and self-determination theory (Ryan and Deci, 2000), we investigated indirect effects of adolescent immigrants' acculturation orientations on school adjustment (school-related attitudes, truancy, and mathematics achievement) through school belonging. Analyses were based on data from the Programme for International Student Assessment from six European countries, which were combined into three clusters based on their migrant integration and multicultural policies: Those with the most supportive policies (Belgium and Finland), those with moderately supportive policies (Italy and Portugal), and those with the most unsupportive policies (Denmark and Slovenia). In a multigroup path model, we confirmed most associations. As expected, mainstream orientation predicted higher belonging and better outcomes in all clusters, whereas the added value of students' ethnic orientation was only observed in some clusters. Results are discussed in terms of differences in acculturative climate and policies between countries of settlement.}, language = {en} } @misc{Schachner2017, author = {Schachner, Maja Katharina}, title = {From equality and inclusion to cultural pluralism}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {460}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412589}, pages = {18}, year = {2017}, abstract = {Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.}, language = {en} }