@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}
}
@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}
}
@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}
}