@article{VietzeJuangSchachneretal.2018, author = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina and Werneck, Harald}, title = {Feeling Half-Half?}, series = {Identity : an International Journal of Theory and Research}, volume = {18}, journal = {Identity : an International Journal of Theory and Research}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1528-3488}, doi = {10.1080/15283488.2017.1410159}, pages = {60 -- 76}, year = {2018}, abstract = {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.}, language = {en} } @article{KunyuJuangSchachneretal.2021, author = {Kunyu, David Khisoni and Juang, Linda P. and Schachner, Maja Katharina and Schwarzenthal, Miriam}, title = {Discrimination among youth of immigrant descent in Germany}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {52}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {3-4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000231}, pages = {88 -- 102}, year = {2021}, abstract = {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.}, language = {en} } @article{JuangSchachner2020, author = {Juang, Linda P. and Schachner, Maja Katharina}, title = {Cultural diversity, migration and education}, series = {International journal of psychology}, volume = {55}, journal = {International journal of psychology}, number = {5}, publisher = {Wiley-VCH}, address = {Chichester}, issn = {0020-7594}, doi = {10.1002/ijop.12702}, pages = {695 -- 701}, year = {2020}, abstract = {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.}, language = {en} } @article{SchwarzenthalJuangSchachneretal.2019, author = {Schwarzenthal, Miriam and Juang, Linda P. and Schachner, Maja Katharina and van de Vijver, Fons J. R.}, title = {A multimodal measure of cultural intelligence for adolescents growing up in culturally diverse societies}, series = {International Journal of Intercultural Relations}, volume = {72}, journal = {International Journal of Intercultural Relations}, publisher = {Elsevier}, address = {Oxford}, issn = {0147-1767}, doi = {10.1016/j.ijintrel.2019.07.007}, pages = {109 -- 121}, year = {2019}, abstract = {Adolescents growing up in culturally diverse societies need to develop intercultural competence. To better understand how to develop intercultural competence we need measures specifically relating to the everyday intercultural experiences of adolescents. However, few measures of intercultural competence are available for this target group. Based on the cultural intelligence (CQ) model (Earley \& Ang, 2003), we developed a measure that combines a self-report questionnaire and situational judgment tests (SJTs). The latter comprise a brief description of intercultural situations, followed by questions asking the adolescents to interpret and provide a reaction to the situations. The reliability, factor structure, measurement equivalence, and validity of the new measure was tested in two samples of adolescents in culturally diverse regions in North Rhine-Westphalia (N = 631, 48\% female, M-a(ge) = 13.69 years, SDage = 1.83) and Berlin (N = 1,335, 48\% female, M-age = 14.69 years, SDage, = 0.74) in Germany. The self-report CQ scale showed good reliability and a four-dimensional factor structure with a higher-order CQ factor. The responses to the SJTs were coded based on a coding manual and the ratings loaded onto one factor. The measurement models showed metric to scalar measurement equivalence across immigrant background, gender, and grade. The CQ factor and the SJT factor were positively correlated with each other, as well as with related constructs such as openness, perspective-taking, and diversity beliefs. We conclude that the new measure offers a reliable and valid method to assess the intercultural competence of adolescents growing up in culturally diverse societies.}, language = {en} } @article{SchachnerSchwarzenthalvandeVijveretal.2019, author = {Schachner, Maja Katharina and Schwarzenthal, Miriam and van de Vijver, Fons J. R. and Noack, Peter}, title = {How all students can belong and achieve}, series = {The journal of educational psychology}, volume = {111}, journal = {The journal of educational psychology}, number = {4}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/edu0000303}, pages = {703 -- 716}, year = {2019}, abstract = {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.}, language = {en} } @article{SchwarzenthalJuangSchachneretal.2019, author = {Schwarzenthal, Miriam and Juang, Linda P. and Schachner, Maja Katharina and van de Vijver, Fons J. R.}, title = {"When birds of a different feather flock together" - intercultural socialization in adolescents' friendships}, series = {International Journal of Intercultural Relations}, volume = {72}, journal = {International Journal of Intercultural Relations}, publisher = {Elsevier}, address = {Oxford}, issn = {0147-1767}, doi = {10.1016/j.ijintrel.2019.07.001}, pages = {61 -- 75}, year = {2019}, abstract = {We conclude that intercultural friendships are associated with important skills that are needed in increasingly multicultural societies if students experience and discuss cultural variations in these friendships.}, 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} } @article{SchwarzenthalJuangSchachneretal.2017, author = {Schwarzenthal, Miriam and Juang, Linda P. and Schachner, Maja Katharina and van de Vijver, Fons J. R. and Handrick, Anna}, title = {From tolerance to understanding}, series = {Journal of community \& applied social psychology}, volume = {27}, journal = {Journal of community \& applied social psychology}, publisher = {Wiley}, address = {Hoboken}, issn = {1052-9284}, doi = {10.1002/casp.2317}, pages = {388 -- 399}, year = {2017}, abstract = {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.}, language = {en} } @article{SchwarzenthalSchachnerJuangetal.2020, 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 = {European journal of social psychology}, volume = {50}, journal = {European journal of social psychology}, number = {2}, publisher = {Wiley}, address = {Hoboken}, issn = {0046-2772}, doi = {10.1002/ejsp.2617}, pages = {323 -- 346}, year = {2020}, 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} } @article{SchwarzenthalSchachnerJuang2022, author = {Schwarzenthal, Miriam and Schachner, Maja Katharina and Juang, Linda P.}, title = {F{\"u}r ein besseres Miteinander}, series = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, journal = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-036682-4}, pages = {176 -- 189}, year = {2022}, language = {de} }