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 - 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 - 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 - Juang, Linda P. A1 - Moreno Herrera, Lázaro T1 - Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya BT - Evidence of discrimination JF - Frontiers in human dynamics N2 - Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing. KW - refugee youth KW - Education in Emergencies KW - implementation quality KW - discrimination KW - the YEP intervention KW - the INEE minimum standards Y1 - 2022 U6 - https://doi.org/10.3389/fhumd.2022.898081 SN - 2673-2726 VL - 4 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Krasotkina, Anna A1 - Götz, Antonia A1 - Höhle, Barbara A1 - Schwarzer, Gudrun T1 - Infants’ gaze patterns for same-race and other-race faces, and the other-race effect JF - Brain Sciences N2 - The other-race effect (ORE) can be described as difficulties in discriminating between faces of ethnicities other than one's own, and can already be observed at approximately 9 months of age. Recent studies also showed that infants visually explore same-and other-race faces differently. However, it is still unclear whether infants' looking behavior for same- and other-race faces is related to their face discrimination abilities. To investigate this question we conducted a habituation-dishabituation experiment to examine Caucasian 9-month-old infants' gaze behavior, and their discrimination of same- and other-race faces, using eye-tracking measurements. We found that infants looked longer at the eyes of same-race faces over the course of habituation, as compared to other-race faces. After habituation, infants demonstrated a clear other-race effect by successfully discriminating between same-race faces, but not other-race faces. Importantly, the infants' ability to discriminate between same-race faces significantly correlated with their fixation time towards the eyes of same-race faces during habituation. Thus, our findings suggest that for infants old enough to begin exhibiting the ORE, gaze behavior during habituation is related to their ability to differentiate among same-race faces, compared to other-race faces. KW - eye-tracking KW - infancy KW - habituation KW - other-race effect KW - face KW - discrimination Y1 - 2020 U6 - https://doi.org/10.3390/brainsci10060331 SN - 2076-3425 VL - 10 IS - 6 PB - Brain Sciences CY - Basel ER - TY - JOUR A1 - Krasotkina, Anna A1 - Götz, Antonia A1 - Höhle, Barbara A1 - Schwarzer, Gudrun T1 - Bimodal familiarization re-sensitizes 12-month-old infants to other-race faces JF - Infant behavior & development : an international and interdisciplinary journal N2 - Perceptual narrowing in the domain of face perception typically begins to reduce infants' sensitivity to differences distinguishing other-race faces from approximately 6 months of age. The present study investigated whether it is possible to re-sensitize Caucasian 12-month-old infants to other-race Asian faces through statistical learning by familiarizing them with different statistical distributions of these faces. The familiarization faces were created by generating a morphed continuum from one Asian face identity to another. In the unimodal condition, infants were familiarized with a frequency distribution wherein they saw the midpoint face of the morphed continuum the most frequently. In the bimodal condition, infants were familiarized with a frequency distribution wherein they saw faces closer to the endpoints of the morphed continuum the most frequently. After familiarization, infants were tested on their discrimination of the two original Asian faces. The infants' looking times during the test indicated that infants in the bimodal condition could discriminate between the two faces, while infants in the unimodal condition could not. These findings therefore suggest that 12-month-old Caucasian infants could be re-sensitized to Asian faces by familiarizing them with a bimodal frequency distribution of such faces. KW - Bimodal KW - Unimodal KW - Familiarization KW - Statistical learning KW - Infant KW - Face KW - discrimination Y1 - 2021 U6 - https://doi.org/10.1016/j.infbeh.2020.101502 SN - 0163-6383 SN - 1879-0453 VL - 62 PB - Elsevier CY - Amsterdam ER - 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 - Hänel, Hilkje Charlotte A1 - Bratu, Christine T1 - Varieties of hermeneutical injustice BT - a blueprint JF - Moral philosophy and politics N2 - In this paper, we have two goals. First, we argue for a blueprint for hermeneutical injustice that allows us to schematize existing and discover new varieties of hermeneutical injustices. The underlying insight is that Fricker provides both a general concept of hermeneutical injustice and a specific conception thereof. By distinguishing between the general concept and its specific conceptions, we gain a fruitful tool to detect such injustices in our everyday lives. Second, we use this blueprint to provide a further example of hermeneutical injustice that draws our attention to yet another distinction: Some hermeneutical injustices result from a lack or distortion in the collective conceptual resource and some are due to problems in the application of existing concepts. We argue that to combat hermeneutical injustices, we have to make sure not only that individuals have accurate concepts at their disposal but that they have the capabilities to use these concepts adequately. KW - hermeneutical injustice KW - epistemic injustice KW - social epistemology KW - discrimination KW - hermeneutical capability Y1 - 2021 U6 - https://doi.org/10.1515/mopp-2020-0007 SN - 2194-5616 SN - 2194-5624 VL - 8 IS - 2 SP - 331 EP - 350 PB - de Gruyter CY - Berlin ER - TY - JOUR A1 - Abramova, Olga T1 - No matter what the name, we're all the same? BT - examining ethnic online discrimination in ridesharing marketplaces JF - Electronic markets N2 - Sharing marketplaces emerged as the new Holy Grail of value creation by enabling exchanges between strangers. Identity reveal, encouraged by platforms, cuts both ways: While inducing pre-transaction confidence, it is suspected of backfiring on the information senders with its discriminative potential. This study employs a discrete choice experiment to explore the role of names as signifiers of discriminative peculiarities and the importance of accompanying cues in peer choices of a ridesharing offer. We quantify users' preferences for quality signals in monetary terms and evidence comparative disadvantage of Middle Eastern descent male names for drivers and co-travelers. It translates into a lower willingness to accept and pay for an offer. Market simulations confirm the robustness of the findings. Further, we discover that females are choosier and include more signifiers of involuntary personal attributes in their decision-making. Price discounts and positive information only partly compensate for the initial disadvantage, and identity concealment is perceived negatively. KW - sharing economy KW - discrimination KW - racism KW - discrete choice experiment KW - stated preferences KW - social inclusion Y1 - 2022 U6 - https://doi.org/10.1007/s12525-021-00505-z SN - 1019-6781 SN - 1422-8890 VL - 32 SP - 1419 EP - 1446 PB - Springer CY - Heidelberg ER -