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  - 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  -