@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{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}
}