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  - Juang, Linda P.
A1  - Schwarzenthal, Miriam
A1  - Aral, Tuğçe
A1  - Pevec-Zimmer, Sharleen
T1  - Youth experiences of racism and family ethnic-racial socialization in Germany
BT  - What we (don't) know
JF  - Infant and child development : an international journal of research
N2  - In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.
KW  - adolescence
KW  - family ethnic-racial socialization
KW  - Germany
KW  - racism
Y1  - 2022
U6  - https://doi.org/10.1002/icd.2301
SN  - 1522-7219
VL  - 31
IS  - 1
PB  - Wiley
CY  - New York
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  - JOUR
A1  - Juang, Linda P.
A1  - Simpson, Jeffry A.
A1  - Lee, Richard M.
A1  - Rothman, Alexander J.
A1  - Titzmann, Peter Fritz
A1  - Schachner, Maja Katharina
A1  - Korn, Lars
A1  - Heinemeier, Dorothee
A1  - Betsch, Cornelia
T1  - Using Attachment and Relational Perspectives to Understand Adaptation and Resilience Among Immigrant and Refugee Youth
JF  - American Psychologist
N2  - Migration is a critical issue for child development in the 21st century. We expand on García Coll et al.’s (1996) integrative model of minority child development by drawing from principles of attachment theory and interpersonal relationships research to offer new insights into how youth manage and respond to migration experiences. Immigrant and refugee youth should experience better outcomes to the extent that they (a) maintain strong relationships with caregivers and peers who provide a sense of closeness, safety, and confidence during the process of adjusting to this life transition and (b) find ways to establish a sense of connection and belonging to the new people, places, communities, and social networks within which they now live. Strong bonds to people and connection to places (both familiar and new) can counter the social stratification consequences to minority youth development that are well articulated in García Coll et al.’s integrative model. The need for new and better strategies that promote the positive development of immigrant and refugee youth within their families, schools, workplaces, and communities is crucial, not only for individuals and families but for society as a whole.
KW  - attachment theory
KW  - relationships
KW  - immigrant and refugee youth
KW  - resilience
KW  - connection to place
Y1  - 2018
U6  - https://doi.org/10.1037/amp0000286
SN  - 0003-066X
SN  - 1935-990X
VL  - 73
IS  - 6
SP  - 797
EP  - 811
PB  - American Psychological Association
CY  - Washington
ER  - 
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  - Civitillo, Sauro
A1  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - van de Vijver, Fons J. R.
A1  - Handrick, Anna
A1  - Noack, Peter
T1  - Towards a better understanding of cultural diversity approaches at school
BT  - a multi-informant and mixed-methods study
JF  - Learning, Culture and Social Interaction
N2  - The current study investigates two types of cultural diversity approaches at school, namely (1) fostering equality and (2) promoting cultural pluralism. Adopting a mixed-methods design, this study assesses teachers' (n = 207) and students' (n = 1,644) self-reported perceptions of descriptive norms and evaluates school practices and artefacts in the physical and virtual environment of 22 secondary schools in south-west Germany. Results showed that in all schools under investigation teachers and students perceived descriptive norms fostering mostly equality. A wide variety of practices and artefacts was found, revealing a third distinct cultural approach leaning towards endorsing the majority culture. Different practices and artefacts were linked to an emphasis on equality, cultural pluralism, and endorsing the majority culture. Implications for educational policy, as well as applied diversity research, are discussed.
KW  - Cultural diversity
KW  - School
KW  - Equality
KW  - Pluralism
KW  - Mixed-methods
Y1  - 2017
U6  - https://doi.org/10.1016/j.lcsi.2016.09.002
SN  - 2210-6561
VL  - 12
SP  - 1
EP  - 14
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Juang, Linda P.
A1  - Shen, Yishan
A1  - Costigan, Catherine L.
A1  - Hou, Yang
T1  - Time-varying associations of racial discrimination and adjustment among Chinese-heritage adolescents in the United States and Canada
JF  - Development and psychopathology : D&P
N2  - The aim of our study was twofold: to examine (a) whether the link between racial discrimination and adjustment showed age-related changes across early to late adolescence for Chinese-heritage youth and (b) whether the age-related associations of the discrimination-adjustment link differed by gender, nativity, and geographical region. We pooled two independently collected longitudinal data sets in the United States and Canada (N = 498, ages 12-19 at Wave 1) and used time-varying effect modeling to show that discrimination is consistently associated with poorer adjustment across all ages. These associations were stronger at certain ages, but for males and females, first- and second-generation adolescents, and US and Canadian adolescents they differed. There were stronger relations between discrimination and adjustment in early adolescence for males compared to females, in middle adolescence for first-generation compared to second-generation adolescents, and in early adolescence for US adolescents compared to Canadian adolescents. In general, negative implications for adjustment associated with discrimination diminished across the span of adolescence for females, second-generation, and US and Canadian adolescents, but not for males or first-generation adolescents. The results show that the discrimination-adjustment link must be considered with regard to age, gender, nativity, and region, and that attention to discrimination in early adolescence may be especially important.
Y1  - 2018
U6  - https://doi.org/10.1017/S0954579418001128
SN  - 0954-5794
SN  - 1469-2198
VL  - 30
IS  - 5
SP  - 1661
EP  - 1678
PB  - Cambridge Univ. Press
CY  - New York
ER  - 
TY  - JOUR
A1  - Juang, Linda P.
A1  - Hou, Yang
A1  - Bayless, Sara Douglass
A1  - Kim, Su Yeong
T1  - Time-varying associations of parent–adolescent cultural conflict and youth adjustment among Chinese American families
JF  - Developmental psychology
N2  - The purpose of this study was to examine time-varying associations of parent-adolescent cultural conflict with depressive symptoms and grade point average (GPA) among Chinese Americans from ages 11-22. We pooled two independently collected longitudinal data sets (N = 760 at Wave 1) and used time-varying effect modeling (TVEM) to show that the frequency of parent-adolescent conflict increased during early adolescence (12 years), peaked at mid adolescence (16 years), and gradually decreased throughout late adolescence and young adulthood. In general, parent-adolescent conflict was associated with negative adjustment (more depressive symptoms and lower GPA) more strongly during mid-to late-adolescence (15 to 17 years) compared with other developmental periods. These time-varying associations differed slightly by gender, at least for GPA. Our findings provide important developmental knowledge of parent-adolescent conflict for Chinese American youth and suggest that attention to conflict and links to adjustment is especially relevant during mid to late adolescence. Our study also illustrates the usefulness of integrative data analysis and TVEM to investigate how the strength of conflict-adjustment associations might change throughout development.
KW  - Chinese American
KW  - parent-adolescent cultural conflict
KW  - depressive symptoms
KW  - GPA
KW  - adolescence
Y1  - 2017
U6  - https://doi.org/10.1037/dev0000475
SN  - 0012-1649
SN  - 1939-0599
VL  - 54
IS  - 5
SP  - 938
EP  - 949
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Civitillo, Sauro
A1  - Juang, Linda P.
A1  - Badra, Marcel
A1  - Schachner, Maja Katharina
T1  - The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection
BT  - a multiple case study
JF  - Teaching and Teacher Education
N2  - This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.
KW  - Cultural diversity
KW  - Culturally responsive teaching
KW  - Teacher beliefs
KW  - Self-reflection
KW  - Case study
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.11.002
SN  - 0742-051X
VL  - 77
SP  - 341
EP  - 351
PB  - Elsevier
CY  - Oxford
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  - 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  - Civitillo, Sauro
A1  - Juang, Linda P.
A1  - Schachner, Maja
T1  - Stressing similarities or ignoring differences?
BT  - shedding light into different forms of color-evasive ideology with pre- and in-service teachers
BT  - unterschiedliche Formen der Color-Evasion-Ideologie bei Lehramtsstudierenden und Lehrkräften
JF  - Zeitschrift für Erziehungswissenschaft : ZfE
N2  - The color-evasive ideology (commonly termed "colorblindness") proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and ignoring differences) are two distinct, albeit related, constructs. We tested this hypothesis by applying these two forms of the color-evasive ideology to teachers' cultural diversity beliefs. In two cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), and in-service teachers (Study 2, n = 99), questionnaire items on the stressing similarities ideology and items on the ignoring differences ideology loaded on two separate factors, providing a better fit to the data than the one-factor model. Mean scores on these two types of color-evasive ideology also differed substantially, indicating that participants across the two studies mainly endorsed the stressing similarities perspective. The stressing similarities and ignoring differences ideologies related differently to other intergroup ideologies (i.e., multiculturalism and polyculturalism), and showed different patterns to psychosocial functioning in culturally diverse classrooms (i.e., cultural diversity-related stress).
N2  - Nach der sogenannten „Color-Evasion“ Ideologie (auch als „Color-blindness“ oder Farbenblindheit bezeichnet) sind ethnische und kulturelle Gruppenzugehörigkeiten irrelevant. Es gibt jedoch begriffliche Unklarheiten über die Bedeutung und Messung von Color-evasion, und dieses Konstrukt wird in der internationalen so wie in der deutschen Literatur nicht konsistent verwendet. Unser Ziel ist es, zu untersuchen, ob zwei zugrunde liegende Formen der Color-evasion-Ideologie, nämlich Ähnlichkeiten hervorheben und Unterschiede ignorieren, zwei unterschiedliche, wenn auch verwandte Konstrukte sind. Wir testeten diese Hypothese, indem wir prüften, ob sich diese Unterscheidung der beiden Formen der Color-evasion-Ideologie in den Überzeugungen über kulturelle Vielfalt von (angehenden) Lehrer*innen widerspiegelte. In zwei Querschnitts-Feldstudien, die mit Lehramtsstudierenden (Studie 1, n = 210) und Lehrkräften (Studie 2, n = 99) durchgeführt wurden, luden Items zum Hervorheben von Ähnlichkeiten und zum Ignorieren von Unterschieden auf zwei getrennten Faktoren, welche eine bessere Passung mit den Daten als das Ein-Faktor-Modell zeigten. Die Durchschnittswerte für diese beiden Arten der Color-evasion-Ideologie unterschieden sich ebenfalls erheblich, was zeigt, dass die Teilnehmer an den beiden Studien hauptsächlich Ähnlichkeiten hervorheben. Auch in ihrem Zusammenhang mit anderen Diversity-Ideologien (Multikulturalismus und Polykulturalismus), und mit der psychosozialen Adaptation von Lehrer*innen (Stress im Zusammenhang mit kultureller Vielfalt) unterschieden sich Ähnlichkeiten hervorheben und Unterschiede ignorieren, was die unterschiedliche konzeptuelle Bedeutung der beiden Formen von Color-evasion ebenfalls unterstreicht.
T2  - Ähnlichkeiten hervorheben oder Unterschiede ignorieren?
KW  - Color-evasiveness
KW  - Color-blindness
KW  - Cultural Diversity
KW  - Intergroup
KW  - Ideologies
KW  - Teacher Beliefs
KW  - Intergruppenwahrnehmung
KW  - Kulturelle Überzeugungen von Lehrkräften
KW  - Color-blindness
KW  - Color-evasion Ideologie
KW  - Kulturelle Vielfalt
Y1  - 2021
U6  - https://doi.org/10.1007/s11618-021-00995-9
SN  - 1434-663X
SN  - 1862-5215
VL  - 24
IS  - 1
SP  - 135
EP  - 153
PB  - Springer VS/Springer Fachmedien Wiesbaden GmbH
CY  - Wiesbaden
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  - JOUR
A1  - Schwarzenthal, Miriam
A1  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - van de Vijver, Fons J. R.
T1  - Reaping the benefits of cultural diversity
BT  - Classroom cultural diversity
JF  - European journal of social psychology
N2  - Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color-evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine-Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color-evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non-immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.
KW  - color-evasion
KW  - contact
KW  - intercultural competence
KW  - multiculturalism
KW  - school climate
Y1  - 2018
U6  - https://doi.org/10.1002/ejsp.2617
SN  - 0046-2772
SN  - 1099-0992
VL  - 50
IS  - 2
SP  - 323
EP  - 346
PB  - Wiley
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Juang, Linda P.
A1  - Park, Irene
A1  - Kim, Su Yeong
A1  - Lee, Richard M.
A1  - Qin, Desiree
A1  - Okazaki, Sumie
A1  - Swartz, Teresa Toguchi
A1  - Lau, Anna
T1  - Reactive and Proactive Ethnic-Racial Socialization Practices of Second-Generation Asian American Parents
JF  - Asian American journal of psychology
N2  - Studies of Asian American parenting have primarily focused on first-generation immigrant parents. Few studies have examined the experiences of second-generation Asian American adults who now have children of their own. The purpose of this qualitative study, then, is to better understand the values, practices, and concerns of second-generation Asian American parents regarding ethnic and racial socialization. The sample included 34 Asian American parents from seven different cities across the United States. Using interviews and a focus group, the results show that (a) place, specific contexts, and transitions were important to second-generation parents’ motivation behind ethnic and racial socialization, (b) parents are reactive and proactive, especially with regard to promoting an awareness of discrimination, in the racial socialization of their children, (c) parents engage in predominantly proactive ethnic socialization when passing on heritage culture, which they believe is important, but also difficult to do, (d) in contrast to ethnic socialization, passing on American culture and passing on important values (that they did not see as solely “American” or “Asian”) came easily, and (e) parents consider the intersection of race and culture with religion and disability when socializing their children. Our findings highlight unique aspects of how second-generation Asian American parents engage in ethnic and racial socialization in an increasingly socially diverse world.
KW  - second-generation parenting
KW  - Asian American
KW  - ethnic-racial socialization
Y1  - 2018
U6  - https://doi.org/10.1037/aap0000101
SN  - 1948-1985
SN  - 1948-1993
VL  - 9
IS  - 1
SP  - 4
EP  - 16
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  - 
TY  - JOUR
A1  - Juang, Linda P.
A1  - Ittel, Angela
A1  - Hoferichter, Frances
A1  - Gallarin, Miriam
T1  - Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors
JF  - Journal of college student development
N2  - Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was related to poorer adjustment (in terms of depressive symptoms, somatization, and loneliness), peer support, but not family cohesion, modified some of these relations. The findings highlight the importance of identifying protective factors in the contexts of family and peers. Doing so moves research on discrimination beyond targeting only individual level characteristics (such as a stronger ethnic identity or personal coping strategies) to include factors concerning a broader network of support in understanding how the negative effects of discrimination may be tempered.
Y1  - 2016
SN  - 0897-5264
SN  - 1543-3382
VL  - 57
SP  - 380
EP  - 394
PB  - Johns Hopkins Univ. Press
CY  - Baltimore
ER  - 
TY  - JOUR
A1  - Vietze, Jana
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
T1  - Peer cultural socialisation
BT  - a resource for minority students’ cultural identity, life satisfaction, and school values
JF  - Intercultural Education
N2  - This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.
KW  - Peer cultural socialisation
KW  - cultural identity
KW  - cultural minority youth
KW  - life satisfaction
KW  - school motivation
Y1  - 2019
U6  - https://doi.org/10.1080/14675986.2019.1586213
SN  - 1467-5986
SN  - 1469-8439
VL  - 30
IS  - 5
SP  - 579
EP  - 598
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Nguyen, Chi P.
A1  - Wong, Y. Joel
A1  - Juang, Linda P.
A1  - Park, Irene J. K.
T1  - Pathways Among Asian Americans' Family Ethnic Socialization, Ethnic Identity, and Psychological Well-Being: A Multigroup Mediation Model
JF  - Asian American journal of psychology
N2  - The present study examined the mediating role of ethnic identity in the relation between family ethnic socialization and psychological well-being among Asian American college students. In addition, it explored the moderating role of gender in the pathways among 3 variables. Participants were 970 Asian American college students who were part of the Multi-Site University Study of Identity and Culture (MUSIC). Results from a multigroup structural equation model indicated that family ethnic socialization was positively and significantly related to ethnic identity and psychological well-being, whereas ethnic identity was also positively and significantly related to psychological well-being. Furthermore, family ethnic socialization was related to psychological well-being through different pathways for Asian American women versus men. Ethnic identity significantly mediated the association between family ethnic socialization and psychological well-being for women, but not for men. In contrast, family ethnic socialization was more strongly related to psychological well-being for men than for women. The practical implications for mental health professionals working with Asian American families are also discussed, particularly with regard to the role of family ethnic socialization in Asian American families.
KW  - Asian Americans
KW  - ethnic identity
KW  - family ethnic socialization
KW  - psychological well-being
Y1  - 2015
U6  - https://doi.org/10.1037/aap0000026
SN  - 1948-1985
SN  - 1948-1993
VL  - 6
IS  - 3
SP  - 273
EP  - 280
PB  - American Psychological Association
CY  - Washington
ER  -