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 - 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 - 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 - 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 - 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 - He, Jia A1 - Van de Vijver, Fons J. R. A1 - Fetvadjiev, Velichko H. A1 - Dominguez Espinosa, Alejandra de Carmen A1 - Adams, Byron A1 - Alonso-Arbiol, Itziar A1 - Aydinli-Karakulak, Arzu A1 - Buzea, Carmen A1 - Dimitrova, Radosveta A1 - Fortin, Alvaro A1 - Hapunda, Given A1 - Ma, Sang A1 - Sargautyte, Ruta A1 - Sim, Samantha A1 - Schachner, Maja Katharina A1 - Suryani, Angela A1 - Zeinoun, Pia A1 - Zhang, Rui T1 - On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures JF - European journal of personality N2 - This study aims to evaluate a number of procedures that have been proposed to enhance cross-cultural comparability of personality and value data. A priori procedures (anchoring vignettes and direct measures of response styles (i.e. acquiescence, extremity, midpoint responding, and social desirability), a posteriori procedures focusing on data transformations prior to analysis (ipsatization and item parcelling), and two data modelling procedures (treating data as continuous vs as ordered categories) were compared using data collected from university students in 16 countries. We found that (i) anchoring vignettes showed lack of invariance, so they were not bias-free; (ii) anchoring vignettes showed higher internal consistencies than raw scores where all other correction procedures, notably ipsatization, showed lower internal consistencies; (iii) in measurement invariance testing, no procedure yielded scalar invariance; anchoring vignettes and item parcelling slightly improved comparability, response style correction did not affect it, and ipsatization resulted in lower comparability; (iv) treating Likert-scale data as categorical resulted in higher levels of comparability; (v) factor scores of scales extracted from different procedures showed similar correlational patterning; and (vi) response style correction was the only procedure that suggested improvement in external validity of country-level conscientiousness. We conclude that, although no procedure resolves all comparability issues, anchoring vignettes, parcelling, and treating data as ordered categories seem promising to alleviate incomparability. We advise caution in uncritically applying any of these procedures. Copyright (c) 2017 European Association of Personality Psychology KW - personality KW - values KW - anchoring vignettes KW - response styles KW - score standardization KW - parcelling Y1 - 2017 U6 - https://doi.org/10.1002/per.2132 SN - 0890-2070 SN - 1099-0984 VL - 31 SP - 642 EP - 657 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Schwarzenthal, Miriam A1 - van de Vijver, Fons J. R. A1 - Noack, Peter T1 - How all students can belong and achieve BT - Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany JF - The journal of educational psychology N2 - As schools are becoming more culturally diverse, it is crucial to understand how they can approach this diversity in ways that allow all students to feel included and do well. We focus on the manifestation of two related but distinct approaches to cultural diversity, namely equality and inclusion (i.e., promoting positive intergroup contact) and cultural pluralism (i.e., embracing students’ diverse cultural backgrounds as a resource), in the perceived classroom climate. Specifically, we test a model in which the link of cultural diversity climate at school and student outcomes (achievement, academic self-concept and general life satisfaction) is mediated by sense of school belonging, both at the individual and classroom level. Analyses are based on 1,971 students (61% of immigrant background; Mage = 11.53, SDage = 0.73, 52% male) in 88 culturally diverse classrooms in southwest Germany after their first year at secondary school. Individual- and classroom-level results suggest that both perceived equality and inclusion as well as cultural pluralism are positively associated with outcomes and this link is mediated by school belonging. There were no differences in the effects of (perceived) cultural diversity climate and school belonging between students of immigrant and nonimmigrant background, suggesting that dealing with cultural diversity in a constructive way is beneficial for all students attending multiethnic schools. KW - achievement KW - cultural diversity climate KW - life satisfaction KW - multiethnic schools KW - school belonging Y1 - 2019 U6 - https://doi.org/10.1037/edu0000303 SN - 0022-0663 SN - 1939-2176 VL - 111 IS - 4 SP - 703 EP - 716 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Brenick, Alaina A1 - Schachner, Maja Katharina A1 - Jugert, Philipp T1 - Help or hindrance? BT - Minority versus majority cross-ethnic friendships altering discrimination experiences JF - Journal of applied developmental psychology : an internat. multidisciplinary lifespan journal N2 - We examined the interplay between perceived ethnic discrimination (PED) as a risk factor, and cross-ethnic friendships as a protective factor in culturally diverse classrooms, and how they relate to the socioemotional adjustment of ethnic minority boys and girls. We conducted multi-level analyses of 327 Turkish-heritage ethnic minority early-adolescents in Germany (62 classrooms; M-age = 11.59 years, SDage = 0.76). Higher rates of PED were associated with more depressive symptoms and disruptive behaviors and lower general life satisfaction-though these effects differed by gender. Unexpectedly, cross-ethnic friendships with ethnic majority peers exacerbated the negative effects of PED on socioemotional adjustment. This effect was decreased, though, when adolescents perceived the classroom climate to be supportive of intergroup contact toward majority-minority cross-ethnic friendships. Supportive classroom climate also buffered the effects of PED for youth with minority cross-ethnic friends. Results indicate the need to differentiate types of cross-ethnic relationships and account for the intergroup climate. KW - Cross-ethnic friendships KW - Depressive symptoms KW - Disruptive behavior KW - Ethnic minority children KW - Perceived ethnic discrimination KW - Socioemotional adjustment Y1 - 2018 U6 - https://doi.org/10.1016/j.appdev.2018.04.006 SN - 0193-3973 SN - 1873-7900 VL - 59 SP - 26 EP - 35 PB - Elsevier CY - New York ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - van de Vijver, Fons J. R. A1 - Handrick, Anna T1 - From tolerance to understanding BT - exploring the development of intercultural competence in multiethnic contexts from early to late adolescence JF - Journal of community & applied social psychology N2 - We investigated intercultural competence among immigrant and non-immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years (Mage = 13.69 years, SDage = 1.83). Intercultural competence was measured using a self-report questionnaire and situational judgment tests capturing the adolescents' interpretation of and reaction to intercultural conflicts. Intercultural contacts and ethnic identity exploration were measured using self-report questionnaires. Results showed that among immigrant and non-immigrant background adolescents, intercultural contact and ethnic identity exploration were positively related to different aspects of intercultural competence. As predicted, self-reported intercultural competence was unrelated to age in both groups, whereas this competence, as measured by the situational judgment tests, increased with age. Thus, learning about others (e.g., by engaging in intercultural contact) and learning about yourself (e.g., by exploring your own ethnic background) are both important for developing pivotal intercultural skills. KW - contact KW - cultural intelligence KW - ethnic identity KW - intercultural competence KW - multiethnic contexts Y1 - 2017 U6 - https://doi.org/10.1002/casp.2317 SN - 1052-9284 SN - 1099-1298 VL - 27 SP - 388 EP - 399 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Schachner, Maja Katharina T1 - From equality and inclusion to cultural pluralism BT - evolution and effects of cultural diversity perspectives in schools JF - European journal of developmental psychology N2 - Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students. KW - Cultural diversity KW - school KW - adolescence KW - equality and inclusion KW - cultural pluralism Y1 - 2017 U6 - https://doi.org/10.1080/17405629.2017.1326378 SN - 1740-5629 SN - 1740-5610 VL - 16 IS - 1 SP - 1 EP - 17 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Vietze, Jana A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Werneck, Harald T1 - Feeling Half-Half? BT - exploring relational variation of Turkish-Heritage JF - Identity : an International Journal of Theory and Research N2 - Growing up in multicultural environments, Turkish-heritage individuals in Europe face specific challenges in combining their multiple cultural identities to form a coherent sense of self. Drawing from social identity complexity, this study explores four modes of combining cultural identities and their variation in relational contexts. Problem-centered interviews with Turkish-heritage young adults in Austria revealed the preference for complex, supranational labels, such as multicultural. Furthermore, most participants described varying modes of combining cultural identities over time and across relational contexts. Social exclusion experiences throughout adolescence related to perceived conflict of cultural identities, whereas multicultural peer groups supported perceived compatibility of cultural identities. Findings emphasize the need for complex, multidimensional approaches to study ethnic minorities’ combination of cultural identities. KW - Cultural identity compatibility KW - multicultural KW - relational identity KW - social identity complexity KW - Turkish minority Y1 - 2018 U6 - https://doi.org/10.1080/15283488.2017.1410159 SN - 1528-3488 SN - 1532-706X VL - 18 IS - 1 SP - 60 EP - 76 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Schachner, Maja Katharina A1 - van de Vijver, Fons J. R. A1 - Juang, Linda P. T1 - Equal but Different BT - effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms JF - Cultural diversity & ethnic minority psychology : official journal of American Psychological Association Division 45 N2 - Objectives: Integrating research on intergroup contact and intercultural relations, we investigated effects of 2 types of cultural diversity norms (equality/inclusion and cultural pluralism) on outgroup orientation and perceived discrimination among students of immigrant and nonimmigrant background. Method: Our sample comprised 1,975 6th graders (M-age = 11.53, SDage = 0.69, 47% female) in Germany, of whom 1,213 (61%) were of immigrant background, defined as having at least 1 parent born in a different country. A total of 83 countries of origin were represented. We applied a multilevel framework to assess the impact of individual-level and class-level predictors on intergroup outcomes, controlling for the classroom ethnic composition, school track, and individual-level covariates. Immigrant background was treated as a moderator. Results: The 2 types of cultural diversity norms were generally associated with more positive intergroup outcomes. Some of the associations differed in strength between students of immigrant and nonimmigrant background. There were stronger associations of equality/inclusion with higher outgroup orientation among students of nonimmigrant background and with lower perceived discrimination among students of immigrant background. Ethnic composition, as well as the classroom-aggregated diversity norms (diversity climate) showed weaker relations with the outcome variables. Conclusions: Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity. 1 KW - cultural diversity KW - multiethnic classrooms KW - intergroup relations KW - equality KW - cultural pluralism Y1 - 2018 U6 - https://doi.org/10.1037/cdp0000173 SN - 1099-9809 SN - 1939-0106 VL - 24 IS - 2 SP - 260 EP - 271 PB - American Psychological Association CY - Washington 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 - Juang, Linda P. A1 - Schachner, Maja Katharina T1 - Cultural diversity, migration and education JF - International journal of psychology N2 - Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues. KW - Cultural diversity KW - Migration KW - Education Y1 - 2020 U6 - https://doi.org/10.1002/ijop.12702 SN - 0020-7594 SN - 1464-066X VL - 55 IS - 5 SP - 695 EP - 701 PB - Wiley-VCH CY - Chichester ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Noack, Peter A1 - Van de Vijver, Fons J. R. A1 - Eckstein, Katharina T1 - Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism JF - Child development N2 - The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (M-age=10.49years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed. Y1 - 2016 U6 - https://doi.org/10.1111/cdev.12536 SN - 0009-3920 SN - 1467-8624 VL - 87 SP - 1175 EP - 1191 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - He, Jia A1 - Heizmann, Boris A1 - Van de Vijver, Fons J. R. T1 - Acculturation and School Adjustment of Immigrant Youth in Six European Countries: Findings from the Programme for International Student Assessment (PISA) JF - Frontiers in psychology KW - adolescent immigrants KW - acculturation KW - multicultural policy KW - cross-cultural comparison KW - school adjustment Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00649 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - He, Jia A1 - Heizmann, Boris A1 - Van de Vijver, Fons J. R. T1 - Acculturation and School Adjustment of Immigrant Youth in Six European Countries BT - Findings from the Programme for International Student Assessment (PISA) JF - Frontiers in psychology N2 - School adjustment determines long-term adjustment in society. Yet, immigrant youth do better in some countries than in others. Drawing on acculturation research (Berry, 1997; Ward, 2001) and self-determination theory (Ryan and Deci, 2000), we investigated indirect effects of adolescent immigrants’ acculturation orientations on school adjustment (school-related attitudes, truancy, and mathematics achievement) through school belonging. Analyses were based on data from the Programme for International Student Assessment from six European countries, which were combined into three clusters based on their migrant integration and multicultural policies: Those with the most supportive policies (Belgium and Finland), those with moderately supportive policies (Italy and Portugal), and those with the most unsupportive policies (Denmark and Slovenia). In a multigroup path model, we confirmed most associations. As expected, mainstream orientation predicted higher belonging and better outcomes in all clusters, whereas the added value of students’ ethnic orientation was only observed in some clusters. Results are discussed in terms of differences in acculturative climate and policies between countries of settlement. KW - adolescent immigrants KW - acculturation KW - multicultural policy KW - cross-cultural comparison KW - school adjustment Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00649 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER -