@article{JuangSchachnerAraletal.2023,
  author    = {Juang, Linda P. and Schachner, Maja and Aral, Tuğ{\c{c}}e and Schwarzenthal, Miriam and Kunyu, David Khisoni and L{\"o}hmannsr{\"o}ben, Hanna},
  title     = {Effects of a brief self-affirmation writing intervention among 7(th) graders in Germany},
  series = {Social psychology of education : an international journal},
  journal   = {Social psychology of education : an international journal},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1381-2890},
  doi       = {10.1007/s11218-023-09789-9},
  pages     = {35},
  year      = {2023},
  abstract  = {We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65\% of immigrant descent, 50\% female, M-age = 12.35 years, SDage = .69) from 7(th) grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8(th) grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-term and for all adolescents, the intervention lessened an upward trajectory in disruptive behavior. Overall, the self-affirmation intervention benefited some aspects of school-related adjustment for adolescents of immigrant and non-immigrant descent. The intervention context is important, with classroom cultural diversity climate acting as a psychological affordance enhancing affirmation effects. Our study supports the ongoing call for theorizing and empirically testing student and context heterogeneity to better understand for whom and under which conditions this intervention may work.},
  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{JuangSchachnerPevecZimmeretal.2020,
  author    = {Juang, Linda P. and Schachner, Maja Katharina and Pevec-Zimmer, Sharleen and Moffitt, Ursula Elinor},
  title     = {The Identity Project intervention in Germany},
  series = {New directions for child and adolescent development},
  volume    = {173},
  journal   = {New directions for child and adolescent development},
  publisher = {Wiley},
  address   = {San Fransisco},
  issn      = {1534-8687},
  doi       = {10.1002/cad.20379},
  pages     = {65 -- 82},
  year      = {2020},
  abstract  = {We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39\% female, 83\% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.},
  language  = {en}
}
@article{JuangSchachnerPevecZimmeretal.2020,
  author    = {Juang, Linda P. and Schachner, Maja Katharina and Pevec-Zimmer, Sharleen and Moffitt, Ursula Elinor},
  title     = {The Identity Project intervention in Germany},
  series = {New directions for child and adolescent development},
  volume    = {173},
  journal   = {New directions for child and adolescent development},
  publisher = {Wiley},
  address   = {San Fransisco},
  issn      = {1534-8687},
  doi       = {10.1002/cad.20379},
  pages     = {65 -- 82},
  year      = {2020},
  abstract  = {We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39\% female, 83\% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.},
  language  = {en}
}
@article{JuangSchwarzenthalAraletal.2022,
  author    = {Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e and Pevec-Zimmer, Sharleen},
  title     = {Youth experiences of racism and family ethnic-racial socialization in Germany},
  series = {Infant and child development : an international journal of research},
  volume    = {31},
  journal   = {Infant and child development : an international journal of research},
  number    = {1},
  publisher = {Wiley},
  address   = {New York},
  issn      = {1522-7219},
  doi       = {10.1002/icd.2301},
  pages     = {14},
  year      = {2022},
  abstract  = {In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.},
  language  = {en}
}