TY - JOUR A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam A1 - Moffitt, Ursula Elinor A1 - Vietze, Jana T1 - "No, where are you really from?" BT - Testing the foreigner objectification scale with German adolescents BT - Testen der Foreigner Objectification Scale mit deutschen Jugendlichen JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) N2 - 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. N2 - Als Ausländer_in wahrgenommen zu werden, unabhängig vom Generationsstatus, der Staatsbürgerschaft oder der Selbstidentifikation, wird „foreigner objectification“ (Ausländer_innenobjektifizierung) genannt. Ausländer_innenobjektifizierung ist eine Form der Identitätsverleugnung und wird mit größerem psychologischem Stress in Verbindung gebracht. Um zu testen, wie Ausländer_innenobjektifizierung in Europa gemessen werden kann, untersuchten wir, ob die Foreigner Objectification Scale bei deutschen Jugendlichen Reliabilität und Validität aufweist. Die Stichprobe umfasste 806 Neuntklässler_innen aus 17 Sekundarschulen. Die Ergebnisse zeigten, dass die Skala eine gute Reliabilität, skalare Messinvarianz über das Geschlecht und die Staatsbürgerschaft sowie eine partielle skalare Messinvarianz über die familiäre Herkunft, den Generationsstatus und die kulturelle Selbstidentifikation aufweist. Jugendliche, die höhere Werte auf der Skala erreichten, berichteten auch über ein größeres schulisches Disengagement, eine geringere Lebenszufriedenheit und eine stärkere ethnische Identität. Unsere Ergebnisse deuten darauf hin, dass die Skala psychometrisch solide ist und auf theoretisch konsistente Weise mit Adaptation und ethnischer Identität verbunden ist. Wir kommen zu dem Schluss, dass diese Skala eine weitere Möglichkeit bietet, subtile Diskriminierungserfahrungen zu erfassen, die zu einem umfassenderen Verständnis von Diskriminierung und deren Auswirkungen in Europa beitragen. T2 - „Nein, woher kommst du denn wirklich?” KW - discrimination KW - foreigner objectification KW - migration KW - microaggression KW - Diskriminierung KW - Ausländer_innenobjektifizierung KW - Migration KW - Mikroaggression Y1 - 2021 U6 - https://doi.org/10.1026/0049-8637/a000242 SN - 0049-8637 SN - 2190-6262 VL - 53 IS - 3-4 SP - 82 EP - 93 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Kunyu, David Khisoni A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Schwarzenthal, Miriam T1 - Discrimination among youth of immigrant descent in Germany T1 - Diskriminierung von Jugendlichen mit Zuwanderungsgeschichte in Deutschland BT - do school and cultural belonging weaken links to negative socioemotional and academic adjustment? BT - vermindern Schulzugehörigkeit und kulturelle Zugehörigkeit den Zusammenhang mit negativer sozio-emotionaler und akademischer Anpassung? JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie N2 - 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. N2 - Während ethnische Diskriminierung einen negativen Effekt auf die sozio-emotionale, verhaltensbezogene, relationale und akademische Anpassung von Jugendlichen hat, fördert die Zugehörigkeit zu Mitschüler*innen, Lehrkräften sowie der Herkunfts- und nationalen Gruppe sozio-emotionale und akademische Anpassung. Es wurde untersucht (1) ob höhere Diskriminierung und ein geringeres Zugehörigkeitsgefühl mit Mitschüler*innen, Lehrkräften, Herkunfts- und nationaler Gruppe mit geringerer sozio-emotionaler und akademischer Anpassung von Jugendlichen mit Zuwanderungsgeschichte in Deutschland zusammenhängen, und (2) ob das Zugehörigkeitsgefühl auf diesen verschiedenen Ebenen als Schutzfaktor wirkt, der die negativen Effekte von Diskriminierung abmildern kann. Unsere Analyse beruht auf Selbstberichtsdaten von 439 Jugendlichen mit Zuwanderungsgeschichte der Jahrgangsstufe 7 (51 % weiblich, MAlter = 12.4 Jahre) aus 15 Berliner Sekundarschulen. Die Ergebnisse zeigten, dass mehr Diskriminierung mit höherem physiologischem Stress, depressiven Symptomen und Störverhalten in der Schule verbunden war. Stärkere Identifikation mit der Herkunftsgruppe (nicht aber mit der nationalen Gruppe) sowie höhere Zugehörigkeitsgefühle mit Mitschüler*innen sowie mit Lehrkräften gingen mit höherer sozio-emotionaler und akademischer Anpassung einher. Die Analyse von Interaktionseffekten zwischen Diskriminierung und Aspekten der Zugehörigkeit auf Anpassung zeigte, dass sich der Zusammenhang zwischen Diskriminierung und geringerer Anpassung für diejenigen mit einer stärkeren Identifikation mit der Herkunftsgruppe abschwächte, während der Zusammenhang zwischen Diskriminierung und physiologischem Stress für diejenigen mit einer höheren Zugehörigkeit zu Lehrkräften zunahm. Wir schließen daraus, dass die Identifikation mit der Herkunftsgruppe (nicht aber die nationale Identifikation oder ein Zugehörigkeitsgefühl mit Mitschüler*innen) als Schutzfaktor gegen die negativen Effekte von Diskriminierung bei Jugendlichen mit Zuwanderungsgeschichte in Deutschland dienen kann. Ein Zugehörigkeitsgefühl mit Lehrkräften kann Diskriminierungseffekte sogar verstärken, allerdings sollte dieser Zusammenhang mit Längsschnittstudien weiter untersucht werden. Die Ergebnisse unterstreichen die wichtige Rolle der Verbundenheit mit der Herkunftsgruppe für die Anpassung von Jugendlichen mit Zuwanderungsgeschichte, insbesondere wenn Diskriminierungserfahrungen vorliegen. KW - discrimination KW - sense of belonging KW - identity KW - immigrant descent KW - adolescents KW - adjustment KW - Diskriminierung KW - Zugehorigkeitsgefuhl KW - Identitat KW - Jugendliche mit Zuwanderungsgeschichte KW - Anpassung Y1 - 2020 U6 - https://doi.org/10.1026/0049-8637/a000231 SN - 0049-8637 SN - 2190-6262 VL - 52 IS - 3-4 SP - 88 EP - 102 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Kunyu, David Khisoni A1 - Schachner, Maja A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam A1 - Aral, Tuğçe ED - Eckstein, K. ED - Crocetti, E. T1 - Acculturation hassles and adjustment of adolescents of immigrant descent BT - testing mediation with a self-determination theory approach JF - New directions for child and adolescent development N2 - 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. KW - adjustment KW - adolescents of immigrant descent KW - discrimination KW - language KW - hassles KW - self-determination theory Y1 - 2021 U6 - https://doi.org/10.1002/cad.20408 SN - 1534-8687 SN - 1520-3247 VL - 177 SP - 101 EP - 121 PB - Hindawi Limited CY - London ER - TY - JOUR A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam A1 - Aral, Tuğçe A1 - Pevec-Zimmer, Sharleen T1 - Youth experiences of racism and family ethnic-racial socialization in Germany BT - What we (don't) know JF - Infant and child development : an international journal of research N2 - 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. KW - adolescence KW - family ethnic-racial socialization KW - Germany KW - racism Y1 - 2022 U6 - https://doi.org/10.1002/icd.2301 SN - 1522-7219 VL - 31 IS - 1 PB - Wiley CY - New York ER - TY - JOUR A1 - Vietze, Jana A1 - Schwarzenthal, Miriam A1 - Moffitt, Ursula A1 - Civitillo, Sauro T1 - Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research JF - European journal of psychology of education N2 - 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. KW - migrant background KW - labels KW - social categories KW - discrimination KW - academic KW - motivation KW - national identity Y1 - 2022 U6 - https://doi.org/10.1007/s10212-022-00611-2 SN - 0256-2928 SN - 1878-5174 VL - 38 IS - 1 SP - 389 EP - 408 PB - Springer CY - New York ER - TY - JOUR A1 - Aral, Tuğçe A1 - Schachner, Maja K. A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam T1 - Cultural diversity approaches in schools and adolescents’ willingness to support refugee youth JF - British journal of educational psychology / British Psychological Society N2 - 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. KW - equal treatment KW - heritage and intercultural learning KW - prosocial KW - intentions KW - prosocial behaviour KW - identity inclusiveness KW - refugee youth Y1 - 2021 U6 - https://doi.org/10.1111/bjep.12458 SN - 0007-0998 SN - 2044-8279 VL - 92 IS - 2 SP - 772 EP - 799 PB - Wiley-Blackwell CY - Oxford ER - TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja A1 - Aral, Tuğçe A1 - Schwarzenthal, Miriam A1 - Kunyu, David Khisoni A1 - Löhmannsröben, Hanna T1 - Effects of a brief self-affirmation writing intervention among 7(th) graders in Germany BT - testing for variations by heritage group, discrimination experiences and classroom diversity climate JF - Social psychology of education : an international journal N2 - 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. KW - Brief self-affirmation writing intervention KW - Adolescents of immigrant KW - descent KW - School-related adjustment KW - Classroom cultural diversity KW - climate KW - Germany Y1 - 2023 U6 - https://doi.org/10.1007/s11218-023-09789-9 SN - 1381-2890 SN - 1573-1928 PB - Springer CY - Dordrecht ER -