TY - JOUR A1 - Juang, Linda P. A1 - Simpson, Jeffry A. A1 - Lee, Richard M. A1 - Rothman, Alexander J. A1 - Titzmann, Peter Fritz A1 - Schachner, Maja Katharina A1 - Korn, Lars A1 - Heinemeier, Dorothee A1 - Betsch, Cornelia T1 - Using Attachment and Relational Perspectives to Understand Adaptation and Resilience Among Immigrant and Refugee Youth JF - American Psychologist N2 - Migration is a critical issue for child development in the 21st century. We expand on García Coll et al.’s (1996) integrative model of minority child development by drawing from principles of attachment theory and interpersonal relationships research to offer new insights into how youth manage and respond to migration experiences. Immigrant and refugee youth should experience better outcomes to the extent that they (a) maintain strong relationships with caregivers and peers who provide a sense of closeness, safety, and confidence during the process of adjusting to this life transition and (b) find ways to establish a sense of connection and belonging to the new people, places, communities, and social networks within which they now live. Strong bonds to people and connection to places (both familiar and new) can counter the social stratification consequences to minority youth development that are well articulated in García Coll et al.’s integrative model. The need for new and better strategies that promote the positive development of immigrant and refugee youth within their families, schools, workplaces, and communities is crucial, not only for individuals and families but for society as a whole. KW - attachment theory KW - relationships KW - immigrant and refugee youth KW - resilience KW - connection to place Y1 - 2018 U6 - https://doi.org/10.1037/amp0000286 SN - 0003-066X SN - 1935-990X VL - 73 IS - 6 SP - 797 EP - 811 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Civitillo, Sauro A1 - Juang, Linda P. A1 - Badra, Marcel A1 - Schachner, Maja Katharina T1 - The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection BT - a multiple case study JF - Teaching and Teacher Education N2 - 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. KW - Cultural diversity KW - Culturally responsive teaching KW - Teacher beliefs KW - Self-reflection KW - Case study Y1 - 2018 U6 - https://doi.org/10.1016/j.tate.2018.11.002 SN - 0742-051X VL - 77 SP - 341 EP - 351 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Juang, Linda P. A1 - Moffitt, Ursula Elinor A1 - van de Vijver, Fons J. R. T1 - Schools as acculturative and developmental contexts for youth of immigrant and refugee background JF - European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA) N2 - 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. KW - youth of immigrant and refugee background KW - school KW - acculturation KW - adaptation Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414101 SN - 1016-9040 SN - 1878-531X VL - 23 IS - 1 SP - 44 EP - 56 PB - Hogrefe Publ. CY - Göttingen ER - TY - JOUR A1 - Brenick, Alaina A1 - Schachner, Maja Katharina A1 - Jugert, Philipp T1 - Help or hindrance? BT - Minority versus majority cross-ethnic friendships altering discrimination experiences JF - Journal of applied developmental psychology : an internat. multidisciplinary lifespan journal N2 - We examined the interplay between perceived ethnic discrimination (PED) as a risk factor, and cross-ethnic friendships as a protective factor in culturally diverse classrooms, and how they relate to the socioemotional adjustment of ethnic minority boys and girls. We conducted multi-level analyses of 327 Turkish-heritage ethnic minority early-adolescents in Germany (62 classrooms; M-age = 11.59 years, SDage = 0.76). Higher rates of PED were associated with more depressive symptoms and disruptive behaviors and lower general life satisfaction-though these effects differed by gender. Unexpectedly, cross-ethnic friendships with ethnic majority peers exacerbated the negative effects of PED on socioemotional adjustment. This effect was decreased, though, when adolescents perceived the classroom climate to be supportive of intergroup contact toward majority-minority cross-ethnic friendships. Supportive classroom climate also buffered the effects of PED for youth with minority cross-ethnic friends. Results indicate the need to differentiate types of cross-ethnic relationships and account for the intergroup climate. KW - Cross-ethnic friendships KW - Depressive symptoms KW - Disruptive behavior KW - Ethnic minority children KW - Perceived ethnic discrimination KW - Socioemotional adjustment Y1 - 2018 U6 - https://doi.org/10.1016/j.appdev.2018.04.006 SN - 0193-3973 SN - 1873-7900 VL - 59 SP - 26 EP - 35 PB - Elsevier CY - New York ER - TY - JOUR A1 - Vietze, Jana A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Werneck, Harald T1 - Feeling Half-Half? BT - exploring relational variation of Turkish-Heritage JF - Identity : an International Journal of Theory and Research N2 - Growing up in multicultural environments, Turkish-heritage individuals in Europe face specific challenges in combining their multiple cultural identities to form a coherent sense of self. Drawing from social identity complexity, 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 complex, supranational labels, such as multicultural. Furthermore, most participants 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. KW - Cultural identity compatibility KW - multicultural KW - relational identity KW - social identity complexity KW - Turkish minority Y1 - 2018 U6 - https://doi.org/10.1080/15283488.2017.1410159 SN - 1528-3488 SN - 1532-706X VL - 18 IS - 1 SP - 60 EP - 76 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Schachner, Maja Katharina A1 - van de Vijver, Fons J. R. A1 - Juang, Linda P. T1 - Equal but Different BT - effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms JF - Cultural diversity & ethnic minority psychology : official journal of American Psychological Association Division 45 N2 - Objectives: Integrating research on intergroup contact and intercultural relations, we investigated effects of 2 types of cultural diversity norms (equality/inclusion and cultural pluralism) on outgroup orientation and perceived discrimination among students of immigrant and nonimmigrant background. Method: Our sample comprised 1,975 6th graders (M-age = 11.53, SDage = 0.69, 47% female) in Germany, of whom 1,213 (61%) were of immigrant background, defined as having at least 1 parent born in a different country. A total of 83 countries of origin were represented. We applied a multilevel framework to assess the impact of individual-level and class-level predictors on intergroup outcomes, controlling for the classroom ethnic composition, school track, and individual-level covariates. Immigrant background was treated as a moderator. Results: The 2 types of cultural diversity norms were generally associated with more positive intergroup outcomes. Some of the associations differed in strength between students of immigrant and nonimmigrant background. There were stronger associations of equality/inclusion with higher outgroup orientation among students of nonimmigrant background and with lower perceived discrimination among students of immigrant background. Ethnic composition, as well as the classroom-aggregated diversity norms (diversity climate) showed weaker relations with the outcome variables. Conclusions: Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity. 1 KW - cultural diversity KW - multiethnic classrooms KW - intergroup relations KW - equality KW - cultural pluralism Y1 - 2018 U6 - https://doi.org/10.1037/cdp0000173 SN - 1099-9809 SN - 1939-0106 VL - 24 IS - 2 SP - 260 EP - 271 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Van de Vijver, Fons J. R. A1 - Noack, Peter T1 - Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany BT - Conditions in School, Family, and Ethnic Group JF - The Journal of Early Adolescence N2 - Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50% male; M-age = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed. KW - acculturation KW - school adjustment KW - context KW - gender differences Y1 - 2016 U6 - https://doi.org/10.1177/0272431616670991 SN - 0272-4316 SN - 1552-5449 VL - 38 IS - 3 SP - 352 EP - 384 PB - Sage Publ. CY - Thousand Oaks ER -