@misc{VietzeJuangSchachner2019,
  author    = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina},
  title     = {Peer cultural socialisation},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {557},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43343},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433433},
  pages     = {579 -- 598},
  year      = {2019},
  abstract  = {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.},
  language  = {en}
}
@misc{SchwarzenthalSchachnerJuangetal.2019,
  author    = {Schwarzenthal, Miriam and Schachner, Maja Katharina and Juang, Linda P. and Van De Vijver, Fons J. R.},
  title     = {Reaping the benefits of cultural diversity},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {581},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43750},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-437502},
  pages     = {24},
  year      = {2019},
  abstract  = {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.},
  language  = {en}
}