@article{AralSchachnerJuangetal.2022, author = {Aral, Tuğ{\c{c}}e and Schachner, Maja K. and Juang, Linda P. and Schwarzenthal, Miriam}, title = {Cultural diversity approaches in schools and adolescents' willingness to support refugee youth}, series = {British journal of educational psychology / British Psychological Society}, volume = {92}, journal = {British journal of educational psychology / British Psychological Society}, number = {2}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {0007-0998}, doi = {10.1111/bjep.12458}, pages = {772 -- 799}, year = {2022}, abstract = {Background Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with adolescents' intergroup relations. Aim We examined the link between two sub-dimensions of cultural diversity approaches (i.e., equal treatment; heritage and intercultural learning) and adolescents' prosocial intentions and behaviour towards refugee youth. Then, we explored the mediating role of identity inclusiveness (i.e., perceived similarity of the self with others). Sample and methods We sampled culturally diverse eighth grade adolescents from 54 classrooms in Berlin (N = 503, M-age = 13.76 years, 50.6\% female). Surveys measured perceived cultural diversity norms, adolescents' perceived identity inclusiveness with refugee youth, prosocial intentions to support refugee youth, and willingness to donate to a project for refugee youth. Results Multilevel models revealed that adolescents' perception of heritage and intercultural learning predicted adolescents' prosocial intentions towards refugee youth, but not their willingness to donate. Equal treatment was not a significant predictor of adolescents' prosocial intentions towards refugee youth, or their willingness to donate. Identity inclusiveness did not mediate the relation between cultural diversity approaches and prosocial intentions. However, identity inclusiveness did positively relate adolescents' prosocial intentions and willingness to donate. Conclusions We conclude that culturally diverse schools that engage in heritage and intercultural learning might help to promote positive relations between local and refugee youth in schools and society. Fostering inclusive identities may enhance local adolescent's prosocial intention and behaviour.}, language = {en} } @article{CivitilloJuangBadraetal.2018, author = {Civitillo, Sauro and Juang, Linda P. and Badra, Marcel and Schachner, Maja Katharina}, title = {The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection}, series = {Teaching and Teacher Education}, volume = {77}, journal = {Teaching and Teacher Education}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2018.11.002}, pages = {341 -- 351}, year = {2018}, abstract = {This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.}, language = {en} } @article{CivitilloJuangSchachner2021, author = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja}, title = {Stressing similarities or ignoring differences?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {1}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-00995-9}, pages = {135 -- 153}, year = {2021}, abstract = {The color-evasive ideology (commonly termed "colorblindness") proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and ignoring differences) are two distinct, albeit related, constructs. We tested this hypothesis by applying these two forms of the color-evasive ideology to teachers' cultural diversity beliefs. In two cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), and in-service teachers (Study 2, n = 99), questionnaire items on the stressing similarities ideology and items on the ignoring differences ideology loaded on two separate factors, providing a better fit to the data than the one-factor model. Mean scores on these two types of color-evasive ideology also differed substantially, indicating that participants across the two studies mainly endorsed the stressing similarities perspective. The stressing similarities and ignoring differences ideologies related differently to other intergroup ideologies (i.e., multiculturalism and polyculturalism), and showed different patterns to psychosocial functioning in culturally diverse classrooms (i.e., cultural diversity-related stress).}, language = {en} } @misc{CivitilloJuangSchachner2018, author = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja Katharina}, title = {Challenging beliefs about cultural diversity in education}, series = {Educational Research Review}, volume = {24}, journal = {Educational Research Review}, publisher = {Elsevier}, address = {Oxford}, issn = {1747-938X}, doi = {10.1016/j.edurev.2018.01.003}, pages = {67 -- 83}, year = {2018}, abstract = {Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers' beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail the methodological strengths and weaknesses of these studies. A total of 36 studies published between 2005 and 2015 that used a longitudinal assessment of cultural diversity beliefs were reviewed. The collective results of these studies indicate a large variance amongst trainings, with experiential learning shifting cultural diversity beliefs positively. However, existing studies have significant limitations in the study design and training evaluation that hinder their conclusions regarding internal and external validity and point towards new directions for future research.}, 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} } @article{JuangHouBaylessetal.2017, author = {Juang, Linda P. and Hou, Yang and Bayless, Sara Douglass and Kim, Su Yeong}, title = {Time-varying associations of parent-adolescent cultural conflict and youth adjustment among Chinese American families}, series = {Developmental psychology}, volume = {54}, journal = {Developmental psychology}, number = {5}, publisher = {American Psychological Association}, address = {Washington}, issn = {0012-1649}, doi = {10.1037/dev0000475}, pages = {938 -- 949}, year = {2017}, abstract = {The purpose of this study was to examine time-varying associations of parent-adolescent cultural conflict with depressive symptoms and grade point average (GPA) among Chinese Americans from ages 11-22. We pooled two independently collected longitudinal data sets (N = 760 at Wave 1) and used time-varying effect modeling (TVEM) to show that the frequency of parent-adolescent conflict increased during early adolescence (12 years), peaked at mid adolescence (16 years), and gradually decreased throughout late adolescence and young adulthood. In general, parent-adolescent conflict was associated with negative adjustment (more depressive symptoms and lower GPA) more strongly during mid-to late-adolescence (15 to 17 years) compared with other developmental periods. These time-varying associations differed slightly by gender, at least for GPA. Our findings provide important developmental knowledge of parent-adolescent conflict for Chinese American youth and suggest that attention to conflict and links to adjustment is especially relevant during mid to late adolescence. Our study also illustrates the usefulness of integrative data analysis and TVEM to investigate how the strength of conflict-adjustment associations might change throughout development.}, language = {en} } @article{JuangIttelHoferichteretal.2016, author = {Juang, Linda P. and Ittel, Angela and Hoferichter, Frances and Gallarin, Miriam}, title = {Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors}, series = {Journal of college student development}, volume = {57}, journal = {Journal of college student development}, publisher = {Johns Hopkins Univ. Press}, address = {Baltimore}, issn = {0897-5264}, pages = {380 -- 394}, year = {2016}, abstract = {Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was related to poorer adjustment (in terms of depressive symptoms, somatization, and loneliness), peer support, but not family cohesion, modified some of these relations. The findings highlight the importance of identifying protective factors in the contexts of family and peers. Doing so moves research on discrimination beyond targeting only individual level characteristics (such as a stronger ethnic identity or personal coping strategies) to include factors concerning a broader network of support in understanding how the negative effects of discrimination may be tempered.}, language = {en} } @article{JuangMoffittKimetal.2016, author = {Juang, Linda P. and Moffitt, Ursula Elinor and Kim, Su Yeong and Lee, Richard M. and Soto, Jose Angel and Hurley, Eric and Weisskirch, Robert S. and Blozis, Shelley A. and Castillo, Linda G. and Huynh, Que-Lam and Whitborne, Susan Krauss}, title = {Cognitive reappraisal and expressive suppression: Links to racial-ethnic discrimination and adjustment among Latino/a and Asian-heritage college students}, series = {Journal of adolescence}, volume = {53}, journal = {Journal of adolescence}, publisher = {Elsevier}, address = {London}, issn = {0140-1971}, doi = {10.1016/j.adolescence.2016.08.012}, pages = {21 -- 33}, year = {2016}, abstract = {Objective: We examined whether two key emotion regulation strategies, cognitive reappraisal and expressive suppression, moderated the relations between discrimination (i.e., foreigner objectification and general denigration) and adjustment. Methods: Participants were U.S. Latino/a and Asian-heritage college students (N = 1,279, 67\% female, 72\% U.S. born) from the Multi-Site University Study of Identity and Culture (MUSIC). Students completed online self-report surveys in 2009. Results: Multi-group path analysis demonstrated that a fully constrained model fit well for both Latino/a and Asian-heritage student data. The results showed that with increasing levels of denigration (but not foreigner objectification), the combination of lower cognitive reappraisal and higher expressive suppression was related to greater depressive symptoms, anxiety, and aggression. Conclusions: Our findings highlight the importance of examining multiple emotion regulation strategies simultaneously considering what strategies are available to individuals and in what combination they are used to understand how best to deal with negative emotions resulting from experiencing discrimination. (C) 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.}, language = {en} } @article{JuangMoffittSchachneretal.2021, author = {Juang, Linda P. and Moffitt, Ursula Elinor and Schachner, Maja and Pevec-Zimmer, Sharleen}, title = {Understanding ethnic-racial identity in a context where "race" is taboo}, series = {Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation}, volume = {21}, journal = {Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Philadelphia, PA}, issn = {1528-3488}, doi = {10.1080/15283488.2021.1932901}, pages = {185 -- 199}, year = {2021}, abstract = {Ethnic-racial identity (ERI) is an important aspect of youth development and has been well-studied for the last several decades. One issue less discussed is how the construct of ERI translates across different countries and cultures. The purpose of our paper is to describe the sociohistorical context of Germany and implications for the study of ethnic-racial identity in Europe. We discuss the German adaption of the Identity Project, an 8-week school-based ethnic-racial identity exploration intervention developed in the United States. We use this as a concrete example of how we thought through the focal construct of ERI to figure out how and whether it is a salient social identity category for youth in Germany where, in response to the history of racially motivated genocide, discussions of "race" are taboo. Digging into the ways ERI may not be directly transferable to different contexts can help us understand its nature as a socially constructed identity with real-life implications. Our hope with this paper is to further discussion, question our conceptualizations, and acknowledge how a detailed understanding of sociohistorical contexts is needed for the study of ERI.}, language = {en} } @article{JuangParkKimetal.2018, author = {Juang, Linda P. and Park, Irene and Kim, Su Yeong and Lee, Richard M. and Qin, Desiree and Okazaki, Sumie and Swartz, Teresa Toguchi and Lau, Anna}, title = {Reactive and Proactive Ethnic-Racial Socialization Practices of Second-Generation Asian American Parents}, series = {Asian American journal of psychology}, volume = {9}, journal = {Asian American journal of psychology}, number = {1}, publisher = {American Psychological Association}, address = {Washington}, issn = {1948-1985}, doi = {10.1037/aap0000101}, pages = {4 -- 16}, year = {2018}, abstract = {Studies of Asian American parenting have primarily focused on first-generation immigrant parents. Few studies have examined the experiences of second-generation Asian American adults who now have children of their own. The purpose of this qualitative study, then, is to better understand the values, practices, and concerns of second-generation Asian American parents regarding ethnic and racial socialization. The sample included 34 Asian American parents from seven different cities across the United States. Using interviews and a focus group, the results show that (a) place, specific contexts, and transitions were important to second-generation parents' motivation behind ethnic and racial socialization, (b) parents are reactive and proactive, especially with regard to promoting an awareness of discrimination, in the racial socialization of their children, (c) parents engage in predominantly proactive ethnic socialization when passing on heritage culture, which they believe is important, but also difficult to do, (d) in contrast to ethnic socialization, passing on American culture and passing on important values (that they did not see as solely "American" or "Asian") came easily, and (e) parents consider the intersection of race and culture with religion and disability when socializing their children. Our findings highlight unique aspects of how second-generation Asian American parents engage in ethnic and racial socialization in an increasingly socially diverse world.}, language = {en} }