TY  - JOUR
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
A1  - Pevec-Zimmer, Sharleen
A1  - Moffitt, Ursula Elinor
T1  - The Identity Project intervention in Germany
BT  - creating a climate for reflection, connection, and adolescent identity development
JF  - New directions for child and adolescent development
N2  - We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
KW  - adolescent
KW  - diversity climate
KW  - Germany
KW  - identity
KW  - intervention
KW  - school
Y1  - 2020
U6  - https://doi.org/10.1002/cad.20379
SN  - 1534-8687
VL  - 173
SP  - 65
EP  - 82
PB  - Wiley
CY  - San Fransisco
ER  - 
TY  - JOUR
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
A1  - Pevec-Zimmer, Sharleen
A1  - Moffitt, Ursula Elinor
T1  - The Identity Project intervention in Germany
BT  - creating a climate for reflection, connection, and adolescent identity development
JF  - New directions for child and adolescent development
N2  - We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
KW  - adolescent
KW  - diversity climate
KW  - Germany
KW  - identity
KW  - intervention
KW  - school
Y1  - 2020
U6  - https://doi.org/10.1002/cad.20379
SN  - 1534-8687
VL  - 173
SP  - 65
EP  - 82
PB  - Wiley
CY  - San Fransisco
ER  -