TY - JOUR A1 - Juang, Linda P. A1 - Moffitt, Ursula Elinor A1 - Schachner, Maja A1 - Pevec-Zimmer, Sharleen T1 - Understanding ethnic-racial identity in a context where "race" is taboo JF - Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation N2 - Ethnic-racial identity (ERI) is an important aspect of youth development and has been well-studied for the last several decades. One issue less discussed is how the construct of ERI translates across different countries and cultures. The purpose of our paper is to describe the sociohistorical context of Germany and implications for the study of ethnic-racial identity in Europe. We discuss the German adaption of the Identity Project, an 8-week school-based ethnic-racial identity exploration intervention developed in the United States. We use this as a concrete example of how we thought through the focal construct of ERI to figure out how and whether it is a salient social identity category for youth in Germany where, in response to the history of racially motivated genocide, discussions of "race" are taboo. Digging into the ways ERI may not be directly transferable to different contexts can help us understand its nature as a socially constructed identity with real-life implications. Our hope with this paper is to further discussion, question our conceptualizations, and acknowledge how a detailed understanding of sociohistorical contexts is needed for the study of ERI. KW - Ethnic-racial identity KW - race KW - Germany KW - intervention Y1 - 2021 U6 - https://doi.org/10.1080/15283488.2021.1932901 SN - 1528-3488 SN - 1532-706X VL - 21 IS - 3 SP - 185 EP - 199 PB - Routledge, Taylor & Francis Group CY - Philadelphia, PA 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 - 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 - TY - GEN A1 - Moffitt, Ursula Elinor A1 - Juang, Linda P. A1 - Syed, Moin T1 - Intersectionality and Youth Identity Development Research in Europe T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 613 KW - intersectionality KW - identity development KW - migration KW - ethnic-racial identity KW - youth identity KW - Europe KW - Islamophobia Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-459790 SN - 1866-8364 IS - 613 ER - 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 - Moffitt, Ursula Elinor A1 - Juang, Linda P. T1 - Who is "German" and who is a "migrant?" Constructing Otherness in education and psychology research JF - European Educational Research Journal N2 - Despite growing European and global interconnectedness, questions of national identity have only gained in importance in recent years. Yet the role researchers play in perpetuating norms of national belonging has gone largely unexamined. Who is included in unmarked national group labels such as German, Dutch, or Danish, who is understood as Other, and how terminology relates to exclusionary notions of national identity warrants greater investigation. Thus, using an exploratory review of recent research in the German context, the current study aimed to (a) identify relevant terminology in empirical education and psychology studies; (b) employ constructionist analysis to examine its situated meaning; (c) discuss societal and methodological implications; and (d) propose guidelines for more accurate and inclusive research. Based on a constructionist thematic analysis, a reiteration of a white ingroup and perceived immigrant Other was found. This dichotomy reinforces an exclusionary notion of who is German while omitting relevant information, such as participant generation or citizenship, from analyses. In doing so, researchers are perpetuating essentialized notions of national belonging while reporting incomplete and potentially inaccurate findings. Though selecting demographic information can be complex, recognizing the impact of labels and acknowledging heterogeneity are essential elements of inclusive and representative research. KW - Exploratory review KW - German identity KW - migration background KW - group labels KW - social constructionism KW - education research KW - psychology research KW - racialization Y1 - 2019 U6 - https://doi.org/10.1177/1474904119827459 SN - 1474-9041 VL - 18 IS - 6 SP - 656 EP - 674 PB - Sage Publ. CY - London ER - TY - THES A1 - Moffitt, Ursula Elinor T1 - On being and belonging T2 - Othering, islamophobia, and identity in contemporary Germany Y1 - 2019 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 - TY - GEN 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 T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 611 KW - youth of immigrant and refugee background KW - school KW - acculturation KW - adaptation Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434082 SN - 1866-8364 IS - 611 SP - 44 EP - 56 ER - TY - JOUR A1 - Moffitt, Ursula Elinor A1 - Juang, Linda P. T1 - “We don’t do that in Germany!” A critical race theory examination of Turkish heritage young adults’ school experiences JF - Ethnicities N2 - Turkish heritage students are underrepresented at university-track secondary schools in Germany, yet the institutional discrimination contributing to this ongoing disparity often remains unquestioned, situated within inequitable norms of belonging. Drawing on critical race theory and a risk and resilience framework, the current study investigated the interplay between institutional and interpersonal discrimination in relation to exclusionary norms enacted in university-track schools. Using thematic analysis, interviews with eight Turkish German young adults from multiple regions of Germany were analyzed, highlighting the need for culturally responsive teaching, more teacher reflexivity regarding bias, a greater focus on equity, and more direct discussions of racism and its impact. KW - Turkish German KW - secondary education KW - institutional discrimination KW - thematic analysis KW - critical race theory KW - risk and resilience Y1 - 2018 U6 - https://doi.org/10.1177/1468796818788596 SN - 1468-7968 SN - 1741-2706 VL - 19 IS - 5 SP - 830 EP - 857 PB - Sage Publ. CY - London 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 - Juang, Linda P. A1 - Moffitt, Ursula Elinor A1 - Kim, Su Yeong A1 - Lee, Richard M. A1 - Soto, Jose Angel A1 - Hurley, Eric A1 - Weisskirch, Robert S. A1 - Blozis, Shelley A. A1 - Castillo, Linda G. A1 - Huynh, Que-Lam A1 - Whitborne, Susan Krauss T1 - Cognitive reappraisal and expressive suppression: Links to racial-ethnic discrimination and adjustment among Latino/a and Asian-heritage college students JF - Journal of adolescence N2 - Objective: We examined whether two key emotion regulation strategies, cognitive reappraisal and expressive suppression, moderated the relations between discrimination (i.e., foreigner objectification and general denigration) and adjustment. Methods: Participants were U.S. Latino/a and Asian-heritage college students (N = 1,279, 67% female, 72% U.S. born) from the Multi-Site University Study of Identity and Culture (MUSIC). Students completed online self-report surveys in 2009. Results: Multi-group path analysis demonstrated that a fully constrained model fit well for both Latino/a and Asian-heritage student data. The results showed that with increasing levels of denigration (but not foreigner objectification), the combination of lower cognitive reappraisal and higher expressive suppression was related to greater depressive symptoms, anxiety, and aggression. Conclusions: Our findings highlight the importance of examining multiple emotion regulation strategies simultaneously considering what strategies are available to individuals and in what combination they are used to understand how best to deal with negative emotions resulting from experiencing discrimination. (C) 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. KW - Emotion regulation KW - Discrimination KW - Asian American KW - Latino/a KW - College students Y1 - 2016 U6 - https://doi.org/10.1016/j.adolescence.2016.08.012 SN - 0140-1971 SN - 1095-9254 VL - 53 SP - 21 EP - 33 PB - Elsevier CY - London ER -