TY - JOUR A1 - Moffitt, Ursula Elinor A1 - Juang, Linda P. A1 - Syed, Moin T1 - Intersectionality and Youth Identity Development Research in Europe JF - Frontiers in Psychology N2 - The increasing application of intersectionality to the psychological study of identity development raises questions regarding how we as researchers construct and operationalize social identity categories, as well as how we best capture and address systems of oppression and privilege within our work. In the continental European context, the use of the intersectionality paradigm raises additional issues, since “race” was officially removed from the vernacular following the atrocities of WWII, yet racialized oppression continues to occur at every level of society. Within psychological research, participants are often divided into those with and without “migration background,” which can reiterate inequitable norms of national belonging while washing over salient lived experiences in relation to generation status, citizenship, religion, gender, and the intersection between these and other social locations. Although discrimination is increasingly examined in identity development research, rarely are the history and impact of colonialism and related socio-historical elements acknowledged. In the current paper, we aim to address these issues by reviewing previous research and discussing theoretical and practical possibilities for the future. In doing so, we delve into the problems of trading in one static social identity category (e.g., “race”) for another (e.g., “migration background/migrant”) without examining the power structures inherent in the creation of these top-down categories, or the lived experiences of those navigating what it means to be marked as a racialized Other. Focusing primarily on contextualized ethno-cultural identity development, we discuss relevant examples from the continental European context, highlighting research gaps, points for improvement, and best practices. KW - intersectionality KW - identity development KW - migration KW - ethnic-racial identity KW - youth identity KW - Europe KW - Islamophobia Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2020.00078 SN - 1664-1078 VL - 11 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Juang, Linda P. A1 - Syed, Moin T1 - The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment JF - Child development perspectives N2 - Acculturation and developmental theories and frameworks have merged steadily to portray the development and adaptation of immigrant children more comprehensively. In this article, we trace this evolution to show how research has increasingly provided greater specificity in identifying the domains, dimensions, and contexts of acculturation processes, as integrated with greater concern for developmental principles. Although models have become more complex and comprehensive, we still need well-formulated theoretical explanations for the many processes that link development with acculturation and subsequent adjustment. We argue that novel developmental and acculturation concepts could advance specific lines of research situated in these complex models. By continuing to integrate developmental science and acculturation research more explicitly, we can arrive at a clearer and more complete understanding of how immigrant children and youth adapt across the lifespan. KW - acculturation KW - immigration Y1 - 2019 U6 - https://doi.org/10.1111/cdep.12346 SN - 1750-8592 SN - 1750-8606 VL - 13 IS - 4 SP - 241 EP - 246 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Moffitt, Ursula Elinor A1 - Juang, Linda P. A1 - Syed, Moin T1 - Being both German and Other BT - Narratives of contested national identity among white and Turkish German young adults JF - British Journal of Social Psychology N2 - Recent discursive research has built on Michael Billig's theory of banal nationalism, arguing that minoritized individuals who explicitly claim adherence to a national group may be further marginalized from a perceived majority who view such acts as socially undesirable. In Germany, a master narrative of muted national pride precludes hot nationalism, while a narrative of integration calls for overt national allegiance from anyone perceived as Other. Integration is demanded not only of recent immigrants, but also of the second generation and beyond, bolstering a related narrative of unquestioned Germanness as ethnically based. We conducted narrative analysis of interviews with white and Turkish German young adults to explore these master narratives, examining national identity through the lens of banal and hot nationalism. We found it is not only hot nationalism that marginalized Turkish German participants, but also the unrealizable narrative of integration. Situated within research into exclusionary notions of German identity, we argue that the integration demand reiterates the narrative of Germany as ethnically homogenous while fostering a feedback loop of contested belonging. With the recent increase in refugees and other immigrants, this critical examination of identity and belonging in Germany offers a timely and underexamined perspective to an important discussion. KW - National identity KW - banal nationalism KW - narrative analysis KW - Turkish German KW - German identity KW - master narratives Y1 - 2018 U6 - https://doi.org/10.1111/bjso.12268 SN - 0144-6665 SN - 2044-8309 VL - 57 IS - 4 SP - 878 EP - 896 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Syed, Moin A1 - Juang, Linda P. A1 - Svensson, Ylva T1 - Toward a new understanding of ethnic-racial settings for ethnic-racial identity development JF - Journal of research on adolescence : the official journal of the Society for Research on Adolescence N2 - The purpose of this conceptual article is to advance theory and research on one critical aspect of the context of ethnic–racial identity (ERI) development: ethnic–racial settings, or the objective and subjective nature of group representation within an individual's context. We present a new conceptual framework that consists of four dimensions: (1) perspective (that settings can be understood in both objective and subjective terms); (2) differentiation (how groups are defined in a setting); (3) heterogeneity (the range of groups in a setting); and (4) proximity (the distance between the individual and the setting). Clarifying this complexity is crucial for advancing a more coherent understanding of how ethnic–racial settings are related to ERI development. Y1 - 2018 U6 - https://doi.org/10.1111/jora.12387 SN - 1050-8392 SN - 1532-7795 VL - 28 IS - 2 SP - 262 EP - 276 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Syed, Moin A1 - Santos, Carlos A1 - Yoo, Hyung Chol A1 - Juang, Linda P. T1 - Invisibility of racial/ethnic minorities in developmental science BT - Implications for Research and Institutional Practices JF - American Psychologist N2 - García Coll et al.’s (1996)integrative model was a landmark article for developmentalscience, and for psychology more broadly, in outlining the multitude of social and culturalfactors at play when seeking to understand the development of racial/ethnic minority children.The time is ripe to not only take stock of those advances but also evaluate the integrativemodel in the context of present-day research practice within developmental psychology, andpsychology more broadly. The purpose of this article is to bring a systemic perspective todevelopmental science through a discussion of current practices in the field. To do so, weexamineinvisibility, or how dominant practices serve to overlook, silence, or dismissknowledge produced by and for racial/ethnic minority populations. Guided by the interpretiveframework of intersectionality (Crenshaw, 1991), we discuss three key questions: Fromwhose vantage point is research conducted? What types of questions are valued? And whogets left out? We then conclude with recommendations for changes in practices for individ-uals, institutions, and the field at large. Importantly, although our analysis is largely groundedin research and practices in developmental psychology, it is also highly relevant to psycho-logical science as a whole. KW - developmental psychology KW - race/ethnicity KW - intersectionality KW - invisibilities Y1 - 2017 U6 - https://doi.org/10.1037/amp0000294 SN - 0003-066X SN - 1935-990X VL - 73 IS - 6 SP - 812 EP - 826 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Syed, Moin A1 - Juang, Linda P. T1 - Person-centered trajectories of cultural values and behaviors among Chinese American adolescents JF - Journal of adolescence N2 - This study examined change in acculturation values and behavior among 310 Chinese American adolescents, and how patterns of change were related to key demographic variables and indicators of positive youth development. Dual process group-based trajectory models of change in U.S. and Chinese values and behaviors indicated a six-group solution for each. The results showed that acculturation value patterns were not related to gender, nativity, or parent education, but were related to family cohesion, self-esteem, general and academic self-efficacy, and GPA. Acculturation behavior patterns were not related to gender but were related to nativity and parent education, and were also related to general self-efficacy and family cohesion. Taken together, our findings suggest that most trajectories of acculturation are associated with positive outcomes, but there are small groups of adolescents that function very well (those who maintain higher behavioral involvement in both) and some not very well, especially those whose behaviors are becoming more disparate over time. Special Issue: Explaining Positive Adaptation of Immigrant Youth across Cultures. (C) 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. KW - Acculturation trajectories KW - Chinese American KW - Positive youth development Y1 - 2017 U6 - https://doi.org/10.1016/j.adolescence.2017.05.005 SN - 0140-1971 SN - 1095-9254 VL - 62 SP - 184 EP - 197 PB - Elsevier CY - London ER -