@misc{DinerKrahRabinetal.2021,
  author    = {Diner, Hasia and Krah, Markus and Rabin, Shari and Schwartz, Yitzchak and Thulin, Mirjam and Czendze, Oskar and Schmidt, Imanuel Clemens and Cooperman, Jessica and Gallas, Elisabeth and R{\"u}rup, Miriam and Heyde, J{\"u}rgen and Meyer, Thomas and Ries, Rotraud and Ullrich, Anna and Geißler-Gr{\"u}nberg, Anke and Schulz, Michael Karl and Arnold, Rafael D. and Sinn, Andrea A.},
  title     = {PaRDeS : Journal of the Association for Jewish Studies in Germany = Foreign Entanglements: Transnational American Jewish Studies},
  series = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  journal   = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  number    = {27},
  editor    = {Diner, Hasia and Krah, Markus and Siegel, Bj{\"o}rn},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-520-0},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-51933},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-519333},
  pages     = {189},
  year      = {2021},
  abstract  = {The field of American Jewish studies has recently trained its focus on the transnational dimensions of its subject, reflecting in more sustained ways than before about the theories and methods of this approach. Yet, much of the insight to be gained from seeing American Jewry as constitutively entangled in many ways with other Jewries has not yet been realized. Transnational American Jewish studies are still in their infancy. This issue of PaRDeS presents current research on the multiple entanglements of American with Central European, especially German-speaking Jewries in the 19th and 20th centuries. The articles reflect the wide range of topics that can benefit from a transnational understanding of the American Jewish experience as shaped by its foreign entanglements.},
  language  = {en}
}
@article{SchwarzenthalSchachnervandeVijveretal.2018,
  author    = {Schwarzenthal, Miriam and Schachner, Maja Katharina and van de Vijver, Fons J. R. and Juang, Linda P.},
  title     = {Equal but Different},
  series = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45},
  volume    = {24},
  journal   = {Cultural diversity \& ethnic minority psychology : official journal of American Psychological Association Division 45},
  number    = {2},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {1099-9809},
  doi       = {10.1037/cdp0000173},
  pages     = {260 -- 271},
  year      = {2018},
  abstract  = {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},
  language  = {en}
}
@misc{Schachner2017,
  author    = {Schachner, Maja Katharina},
  title     = {From equality and inclusion to cultural pluralism},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {460},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412589},
  pages     = {18},
  year      = {2017},
  abstract  = {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.},
  language  = {en}
}
@article{Schachner2017,
  author    = {Schachner, Maja Katharina},
  title     = {From equality and inclusion to cultural pluralism},
  series = {European journal of developmental psychology},
  volume    = {16},
  journal   = {European journal of developmental psychology},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1740-5629},
  doi       = {10.1080/17405629.2017.1326378},
  pages     = {1 -- 17},
  year      = {2017},
  abstract  = {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.},
  language  = {en}
}