@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}
}
@misc{Vasilyeva2013,
  type      = {Master Thesis},
  author    = {Vasilyeva, Larisa},
  title     = {Zum Merkmal der „nichtdeutschen Herkunftssprache" (ndH) in der schulischen Sprachf{\"o}rderung im Land Berlin},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-70072},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {Bereits seit Mitte der 1990er Jahre greift die schulische Sprachf{\"o}rderung im Land Berlin vor allem auf das Merkmal der „nichtdeutschen Herkunftssprache" (ndH) zur{\"u}ck. Mit der Einf{\"u}hrung dieses Merkmals entschied sich der Landesgesetzgeber daf{\"u}r, die - aus seiner Sicht weiterhin dringend notwendige - Sprachf{\"o}rderung von Kindern und Jugendlichen mit Migrationshintergrund in der Schule nicht mehr an eine ausl{\"a}ndische Staatsb{\"u}rgerschaft, sondern, ungeachtet der Staatsb{\"u}rgerschaft der Sch{\"u}ler, an das Vorherrschen einer nichtdeutschen Kommunikationssprache in der Familie anzukn{\"u}pfen. An diesem Ansatz hat sich auch durch die Novellierung des Berliner Schulgesetzes im Jahre 2004 nichts Grunds{\"a}tzliches ge{\"a}ndert. Neben der Bedeutung des Merkmals ‚ndH' f{\"u}r die individuelle Sprachf{\"o}rderung in Schulen kommt diesem Merkmal - zusammen mit dem erst unl{\"a}ngst aufgewerteten weiteren Sprachf{\"o}rdermerkmal „Lernmittelbefreiung" (LmB) - jedoch nunmehr auch eine zentrale Rolle bei der Zumessung von Sprachf{\"o}rdermitteln und Personalressourcen zu. In der Vergangenheit ist das Merkmal ‚ndH' allerdings wegen seiner angeblich diskriminierenden und vermeintlich segregierenden Wirkung mehrfach in die Kritik geraten, die sich, ausgel{\"o}st durch einen Vorfall an einer Kreuzberger Grundschule im Jahre 2012, noch einmal verst{\"a}rkt hat. So wird neben der Tatsache, dass das Merkmal ‚ndH' {\"u}berhaupt erhoben und der Sprachf{\"o}rderung zugrunde gelegt wird, auch die Praxis der Berliner Senatsverwaltung f{\"u}r Bildung, Jugend und Wissenschaft, auf den sog. Schulportr{\"a}ts im Internet ‚ndH'-Quoten zu ver{\"o}ffentlichen, angegriffen und die Abschaffung dieser Praxis gefordert. Ziel der vorliegenden Arbeit ist die Beantwortung der Frage nach der Berechtigung dieser Kritik. Ausgehend von einer Darstellung zur Einf{\"u}hrung und Entwicklung des Merkmals ‚ndH' unter Ber{\"u}cksichtigung der zuvor geltenden Rechtslage und einer Darstellung der aktuellen rechtlichen Grundlagen der schulischen Sprachf{\"o}rderung im Land Berlin wird dieses Merkmal einer n{\"a}heren Betrachtung unterzogen. Nach einer Bestimmung des Merkmals ‚ndH', einer Erl{\"a}uterung der einschl{\"a}gigen Regelungen zur ‚ndH'-Sprachf{\"o}rderung und einem Vergleich mit dem zus{\"a}tzlich bestehenden F{\"o}rdermerkmal ‚LmB' im Kontext der aktuellen Bestimmungen wird zun{\"a}chst ein {\"U}berblick {\"u}ber wesentliche Aspekte der schulischen Sprachf{\"o}rderung auf der Grundlage des Merkmals ‚ndH' in der Praxis gegeben, in den wiederum das Vergleichsmerkmal ‚LmB' einbezogen wird. Daran kn{\"u}pft die Untersuchung der These an, das Merkmal ‚ndH' bzw. zumindest seine Ver{\"o}ffentlichung im Rahmen der Schulportr{\"a}ts der Senatsschulverwaltung habe diskriminierende Wirkung und f{\"u}hre zu einer Segregation der Sch{\"u}lerschaft. Im Anschluss daran wird als zus{\"a}tzliche {\"U}berlegung der Frage nach der tats{\"a}chlichen Notwendigkeit einer sich an dem Merkmal ‚ndH' und damit einer famili{\"a}ren Kommunikationssprache orientierenden Sprachf{\"o}rderung nachgegangen, die, wenn sie denn bejaht werden k{\"o}nnte, etwaige Diskriminierungs- und Segregationswirkungen rechtfertigte.},
  language  = {de}
}
@misc{MakowiczTiedemannSteeleetal.2016,
  author    = {Makowicz, Amber M. and Tiedemann, Ralph and Steele, Rachel N. and Schlupp, Ingo},
  title     = {Kin recognition in a clonal fish, Poecilia formosa},
  series = {PLoS ONE},
  journal   = {PLoS ONE},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-411329},
  pages     = {20},
  year      = {2016},
  abstract  = {Relatedness strongly influences social behaviors in a wide variety of species. For most species, the highest typical degree of relatedness is between full siblings with 50\% shared genes. However, this is poorly understood in species with unusually high relatedness between individuals: clonal organisms. Although there has been some investigation into clonal invertebrates and yeast, nothing is known about kin selection in clonal vertebrates. We show that a clonal fish, the Amazon molly (Poecilia formosa), can distinguish between different clonal lineages, associating with genetically identical, sister clones, and use multiple sensory modalities. Also, they scale their aggressive behaviors according to the relatedness to other females: they are more aggressive to non-related clones. Our results demonstrate that even in species with very small genetic differences between individuals, kin recognition can be adaptive. Their discriminatory abilities and regulation of costly behaviors provides a powerful example of natural selection in species with limited genetic diversity.},
  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{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}
}
@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{KrasotkinaGoetzHoehleetal.2020,
  author    = {Krasotkina, Anna and G{\"o}tz, Antonia and H{\"o}hle, Barbara and Schwarzer, Gudrun},
  title     = {Infants' gaze patterns for same-race and other-race faces, and the other-race effect},
  series = {Brain Sciences},
  volume    = {10},
  journal   = {Brain Sciences},
  number    = {6},
  publisher = {Brain Sciences},
  address   = {Basel},
  issn      = {2076-3425},
  doi       = {10.3390/brainsci10060331},
  pages     = {12},
  year      = {2020},
  abstract  = {The other-race effect (ORE) can be described as difficulties in discriminating between faces of ethnicities other than one's own, and can already be observed at approximately 9 months of age. Recent studies also showed that infants visually explore same-and other-race faces differently. However, it is still unclear whether infants' looking behavior for same- and other-race faces is related to their face discrimination abilities. To investigate this question we conducted a habituation-dishabituation experiment to examine Caucasian 9-month-old infants' gaze behavior, and their discrimination of same- and other-race faces, using eye-tracking measurements. We found that infants looked longer at the eyes of same-race faces over the course of habituation, as compared to other-race faces. After habituation, infants demonstrated a clear other-race effect by successfully discriminating between same-race faces, but not other-race faces. Importantly, the infants' ability to discriminate between same-race faces significantly correlated with their fixation time towards the eyes of same-race faces during habituation. Thus, our findings suggest that for infants old enough to begin exhibiting the ORE, gaze behavior during habituation is related to their ability to differentiate among same-race faces, compared to other-race faces.},
  language  = {en}
}
@article{KrasotkinaGoetzHoehleetal.2021,
  author    = {Krasotkina, Anna and G{\"o}tz, Antonia and H{\"o}hle, Barbara and Schwarzer, Gudrun},
  title     = {Bimodal familiarization re-sensitizes 12-month-old infants to other-race faces},
  series = {Infant behavior \& development : an international and interdisciplinary journal},
  volume    = {62},
  journal   = {Infant behavior \& development : an international and interdisciplinary journal},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0163-6383},
  doi       = {10.1016/j.infbeh.2020.101502},
  pages     = {8},
  year      = {2021},
  abstract  = {Perceptual narrowing in the domain of face perception typically begins to reduce infants' sensitivity to differences distinguishing other-race faces from approximately 6 months of age. The present study investigated whether it is possible to re-sensitize Caucasian 12-month-old infants to other-race Asian faces through statistical learning by familiarizing them with different statistical distributions of these faces. The familiarization faces were created by generating a morphed continuum from one Asian face identity to another. In the unimodal condition, infants were familiarized with a frequency distribution wherein they saw the midpoint face of the morphed continuum the most frequently. In the bimodal condition, infants were familiarized with a frequency distribution wherein they saw faces closer to the endpoints of the morphed continuum the most frequently. After familiarization, infants were tested on their discrimination of the two original Asian faces. The infants' looking times during the test indicated that infants in the bimodal condition could discriminate between the two faces, while infants in the unimodal condition could not. These findings therefore suggest that 12-month-old Caucasian infants could be re-sensitized to Asian faces by familiarizing them with a bimodal frequency distribution of such faces.},
  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}
}