@misc{SchachnerHeHeizmannetal.2017,
  author    = {Schachner, Maja Katharina and He, Jia and Heizmann, Boris and Van de Vijver, Fons J. R.},
  title     = {Acculturation and School Adjustment of Immigrant Youth in Six European Countries},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395237},
  pages     = {11},
  year      = {2017},
  abstract  = {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.},
  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{SchachnerNoackVandeVijveretal.2016,
  author    = {Schachner, Maja Katharina and Noack, Peter and Van de Vijver, Fons J. R. and Eckstein, Katharina},
  title     = {Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism},
  series = {Child development},
  volume    = {87},
  journal   = {Child development},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0009-3920},
  doi       = {10.1111/cdev.12536},
  pages     = {1175 -- 1191},
  year      = {2016},
  abstract  = {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.},
  language  = {en}
}
@article{HeVandeVijverFetvadjievetal.2017,
  author    = {He, Jia and Van de Vijver, Fons J. R. and Fetvadjiev, Velichko H. and Dominguez Espinosa, Alejandra de Carmen and Adams, Byron and Alonso-Arbiol, Itziar and Aydinli-Karakulak, Arzu and Buzea, Carmen and Dimitrova, Radosveta and Fortin, Alvaro and Hapunda, Given and Ma, Sang and Sargautyte, Ruta and Sim, Samantha and Schachner, Maja Katharina and Suryani, Angela and Zeinoun, Pia and Zhang, Rui},
  title     = {On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures},
  series = {European journal of personality},
  volume    = {31},
  journal   = {European journal of personality},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0890-2070},
  doi       = {10.1002/per.2132},
  pages     = {642 -- 657},
  year      = {2017},
  abstract  = {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},
  language  = {en}
}
@article{SchachnerHeHeizmannetal.2017,
  author    = {Schachner, Maja Katharina and He, Jia and Heizmann, Boris and Van de Vijver, Fons J. R.},
  title     = {Acculturation and School Adjustment of Immigrant Youth in Six European Countries: Findings from the Programme for International Student Assessment (PISA)},
  series = {Frontiers in psychology},
  volume    = {8},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.00649},
  pages     = {11},
  year      = {2017},
  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}
}
@article{BrenickSchachnerJugert2018,
  author    = {Brenick, Alaina and Schachner, Maja Katharina and Jugert, Philipp},
  title     = {Help or hindrance?},
  series = {Journal of applied developmental psychology : an internat. multidisciplinary lifespan journal},
  volume    = {59},
  journal   = {Journal of applied developmental psychology : an internat. multidisciplinary lifespan journal},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0193-3973},
  doi       = {10.1016/j.appdev.2018.04.006},
  pages     = {26 -- 35},
  year      = {2018},
  abstract  = {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.},
  language  = {en}
}
@article{SchachnerVandeVijverNoack2018,
  author    = {Schachner, Maja Katharina and Van de Vijver, Fons J. R. and Noack, Peter},
  title     = {Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany},
  series = {The Journal of Early Adolescence},
  volume    = {38},
  journal   = {The Journal of Early Adolescence},
  number    = {3},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0272-4316},
  doi       = {10.1177/0272431616670991},
  pages     = {352 -- 384},
  year      = {2018},
  abstract  = {Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50\% male; M-age = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed.},
  language  = {en}
}
@article{SchachnerHeHeizmannetal.2017,
  author    = {Schachner, Maja Katharina and He, Jia and Heizmann, Boris and Van de Vijver, Fons J. R.},
  title     = {Acculturation and School Adjustment of Immigrant Youth in Six European Countries},
  series = {Frontiers in psychology},
  volume    = {8},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.00649},
  pages     = {11},
  year      = {2017},
  abstract  = {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.},
  language  = {en}
}
@article{JuangSchachnerPevecZimmeretal.2020,
  author    = {Juang, Linda P. and Schachner, Maja Katharina and Pevec-Zimmer, Sharleen and Moffitt, Ursula Elinor},
  title     = {The Identity Project intervention in Germany},
  series = {New directions for child and adolescent development},
  volume    = {173},
  journal   = {New directions for child and adolescent development},
  publisher = {Wiley},
  address   = {San Fransisco},
  issn      = {1534-8687},
  doi       = {10.1002/cad.20379},
  pages     = {65 -- 82},
  year      = {2020},
  abstract  = {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.},
  language  = {en}
}
@article{JuangSchachnerPevecZimmeretal.2020,
  author    = {Juang, Linda P. and Schachner, Maja Katharina and Pevec-Zimmer, Sharleen and Moffitt, Ursula Elinor},
  title     = {The Identity Project intervention in Germany},
  series = {New directions for child and adolescent development},
  volume    = {173},
  journal   = {New directions for child and adolescent development},
  publisher = {Wiley},
  address   = {San Fransisco},
  issn      = {1534-8687},
  doi       = {10.1002/cad.20379},
  pages     = {65 -- 82},
  year      = {2020},
  abstract  = {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.},
  language  = {en}
}
@article{JuangMoffittSchachneretal.2021,
  author    = {Juang, Linda P. and Moffitt, Ursula Elinor and Schachner, Maja and Pevec-Zimmer, Sharleen},
  title     = {Understanding ethnic-racial identity in a context where "race" is taboo},
  series = {Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation},
  volume    = {21},
  journal   = {Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation},
  number    = {3},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Philadelphia, PA},
  issn      = {1528-3488},
  doi       = {10.1080/15283488.2021.1932901},
  pages     = {185 -- 199},
  year      = {2021},
  abstract  = {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.},
  language  = {en}
}
@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{VietzeJuangSchachneretal.2018,
  author    = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina and Werneck, Harald},
  title     = {Feeling Half-Half?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {455},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412742},
  pages     = {18},
  year      = {2018},
  abstract  = {Growing up in multicultural environments, Turkish-heritage individuals in Europe face specific challenges in combining their multiple cultural iden- tities to form a coherent sense of self. Drawing from social identity com- plexity, 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 com- plex, supranational labels, such as multicultural. Furthermore, most partici- pants 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{SchachnerJuangMoffittetal.2018,
  author    = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.},
  title     = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background},
  series = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)},
  volume    = {23},
  journal   = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)},
  number    = {1},
  publisher = {Hogrefe Publ.},
  address   = {G{\"o}ttingen},
  issn      = {1016-9040},
  doi       = {10.1027/1016-9040/a000312},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414101},
  pages     = {44 -- 56},
  year      = {2018},
  abstract  = {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.},
  language  = {en}
}
@misc{SchachnerJuangMoffittetal.2018,
  author    = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.},
  title     = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {611},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43408},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434082},
  pages     = {44 -- 56},
  year      = {2018},
  abstract  = {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.},
  language  = {en}
}
@article{VietzeJuangSchachner2019,
  author    = {Vietze, Jana and Juang, Linda P. and Schachner, Maja Katharina},
  title     = {Peer cultural socialisation},
  series = {Intercultural Education},
  volume    = {30},
  journal   = {Intercultural Education},
  number    = {5},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1467-5986},
  doi       = {10.1080/14675986.2019.1586213},
  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}
}
@article{CivitilloJuangSchachner2021,
  author    = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja},
  title     = {Stressing similarities or ignoring differences?},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  volume    = {24},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  number    = {1},
  publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-021-00995-9},
  pages     = {135 -- 153},
  year      = {2021},
  abstract  = {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).},
  language  = {en}
}
@article{AralSchachnerJuangetal.2022,
  author    = {Aral, Tuğ{\c{c}}e and Schachner, Maja K. and Juang, Linda P. and Schwarzenthal, Miriam},
  title     = {Cultural diversity approaches in schools and adolescents' willingness to support refugee youth},
  series = {British journal of educational psychology / British Psychological Society},
  volume    = {92},
  journal   = {British journal of educational psychology / British Psychological Society},
  number    = {2},
  publisher = {Wiley-Blackwell},
  address   = {Oxford},
  issn      = {0007-0998},
  doi       = {10.1111/bjep.12458},
  pages     = {772 -- 799},
  year      = {2022},
  abstract  = {Background Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with adolescents' intergroup relations. Aim We examined the link between two sub-dimensions of cultural diversity approaches (i.e., equal treatment; heritage and intercultural learning) and adolescents' prosocial intentions and behaviour towards refugee youth. Then, we explored the mediating role of identity inclusiveness (i.e., perceived similarity of the self with others). Sample and methods We sampled culturally diverse eighth grade adolescents from 54 classrooms in Berlin (N = 503, M-age = 13.76 years, 50.6\% female). Surveys measured perceived cultural diversity norms, adolescents' perceived identity inclusiveness with refugee youth, prosocial intentions to support refugee youth, and willingness to donate to a project for refugee youth. Results Multilevel models revealed that adolescents' perception of heritage and intercultural learning predicted adolescents' prosocial intentions towards refugee youth, but not their willingness to donate. Equal treatment was not a significant predictor of adolescents' prosocial intentions towards refugee youth, or their willingness to donate. Identity inclusiveness did not mediate the relation between cultural diversity approaches and prosocial intentions. However, identity inclusiveness did positively relate adolescents' prosocial intentions and willingness to donate. Conclusions We conclude that culturally diverse schools that engage in heritage and intercultural learning might help to promote positive relations between local and refugee youth in schools and society. Fostering inclusive identities may enhance local adolescent's prosocial intention and behaviour.},
  language  = {en}
}
@article{JuangSimpsonLeeetal.2018,
  author    = {Juang, Linda P. and Simpson, Jeffry A. and Lee, Richard M. and Rothman, Alexander J. and Titzmann, Peter Fritz and Schachner, Maja Katharina and Korn, Lars and Heinemeier, Dorothee and Betsch, Cornelia},
  title     = {Using Attachment and Relational Perspectives to Understand Adaptation and Resilience Among Immigrant and Refugee Youth},
  series = {American Psychologist},
  volume    = {73},
  journal   = {American Psychologist},
  number    = {6},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0003-066X},
  doi       = {10.1037/amp0000286},
  pages     = {797 -- 811},
  year      = {2018},
  abstract  = {Migration is a critical issue for child development in the 21st century. We expand on Garc{\´i}a 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 Garc{\´i}a 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.},
  language  = {en}
}
@article{CivitilloJuangBadraetal.2018,
  author    = {Civitillo, Sauro and Juang, Linda P. and Badra, Marcel and Schachner, Maja Katharina},
  title     = {The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection},
  series = {Teaching and Teacher Education},
  volume    = {77},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2018.11.002},
  pages     = {341 -- 351},
  year      = {2018},
  abstract  = {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.},
  language  = {en}
}
@misc{CivitilloJuangSchachner2018,
  author    = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja Katharina},
  title     = {Challenging beliefs about cultural diversity in education},
  series = {Educational Research Review},
  volume    = {24},
  journal   = {Educational Research Review},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {1747-938X},
  doi       = {10.1016/j.edurev.2018.01.003},
  pages     = {67 -- 83},
  year      = {2018},
  abstract  = {Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers' beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail the methodological strengths and weaknesses of these studies. A total of 36 studies published between 2005 and 2015 that used a longitudinal assessment of cultural diversity beliefs were reviewed. The collective results of these studies indicate a large variance amongst trainings, with experiential learning shifting cultural diversity beliefs positively. However, existing studies have significant limitations in the study design and training evaluation that hinder their conclusions regarding internal and external validity and point towards new directions for future research.},
  language  = {en}
}
@article{CivitilloSchachnerJuangetal.2017,
  author    = {Civitillo, Sauro and Schachner, Maja Katharina and Juang, Linda P. and van de Vijver, Fons J. R. and Handrick, Anna and Noack, Peter},
  title     = {Towards a better understanding of cultural diversity approaches at school},
  series = {Learning, Culture and Social Interaction},
  volume    = {12},
  journal   = {Learning, Culture and Social Interaction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {2210-6561},
  doi       = {10.1016/j.lcsi.2016.09.002},
  pages     = {1 -- 14},
  year      = {2017},
  abstract  = {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.},
  language  = {en}
}
@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{KunyuSchachnerJuangetal.2021,
  author    = {Kunyu, David Khisoni and Schachner, Maja and Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e},
  title     = {Acculturation hassles and adjustment of adolescents of immigrant descent},
  series = {New directions for child and adolescent development},
  volume    = {177},
  journal   = {New directions for child and adolescent development},
  editor    = {Eckstein, K. and Crocetti, E.},
  publisher = {Hindawi Limited},
  address   = {London},
  issn      = {1534-8687},
  doi       = {10.1002/cad.20408},
  pages     = {101 -- 121},
  year      = {2021},
  abstract  = {Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51\% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.},
  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}
}
@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}
}
@article{JuangSchachnerAraletal.2023,
  author    = {Juang, Linda P. and Schachner, Maja and Aral, Tuğ{\c{c}}e and Schwarzenthal, Miriam and Kunyu, David Khisoni and L{\"o}hmannsr{\"o}ben, Hanna},
  title     = {Effects of a brief self-affirmation writing intervention among 7(th) graders in Germany},
  series = {Social psychology of education : an international journal},
  journal   = {Social psychology of education : an international journal},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1381-2890},
  doi       = {10.1007/s11218-023-09789-9},
  pages     = {35},
  year      = {2023},
  abstract  = {We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65\% of immigrant descent, 50\% female, M-age = 12.35 years, SDage = .69) from 7(th) grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8(th) grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-term and for all adolescents, the intervention lessened an upward trajectory in disruptive behavior. Overall, the self-affirmation intervention benefited some aspects of school-related adjustment for adolescents of immigrant and non-immigrant descent. The intervention context is important, with classroom cultural diversity climate acting as a psychological affordance enhancing affirmation effects. Our study supports the ongoing call for theorizing and empirically testing student and context heterogeneity to better understand for whom and under which conditions this intervention may work.},
  language  = {en}
}
@article{SchwarzenthalJuangMoffittetal.2022,
  author    = {Schwarzenthal, Miriam and Juang, Linda P. and Moffitt, Ursula and Schachner, Maja K.},
  title     = {Critical consciousness socialization at school},
  series = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence},
  volume    = {32},
  journal   = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {1050-8392},
  doi       = {10.1111/jora.12713},
  pages     = {1452 -- 1469},
  year      = {2022},
  abstract  = {Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity.},
  language  = {en}
}