@article{JuangSchwarzenthalAraletal.2022, author = {Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e and Pevec-Zimmer, Sharleen}, title = {Youth experiences of racism and family ethnic-racial socialization in Germany}, series = {Infant and child development : an international journal of research}, volume = {31}, journal = {Infant and child development : an international journal of research}, number = {1}, publisher = {Wiley}, address = {New York}, issn = {1522-7219}, doi = {10.1002/icd.2301}, pages = {14}, year = {2022}, abstract = {In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism.}, 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} } @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{JuangSchwarzenthalMoffittetal.2021, author = {Juang, Linda P. and Schwarzenthal, Miriam and Moffitt, Ursula Elinor and Vietze, Jana}, title = {"No, where are you really from?"}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)}, volume = {53}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)}, number = {3-4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000242}, pages = {82 -- 93}, year = {2021}, abstract = {Being perceived as a foreigner regardless of one's generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe.}, 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{MoffittJuang2019, author = {Moffitt, Ursula Elinor and Juang, Linda P.}, title = {Who is "German" and who is a "migrant?" Constructing Otherness in education and psychology research}, series = {European Educational Research Journal}, volume = {18}, journal = {European Educational Research Journal}, number = {6}, publisher = {Sage Publ.}, address = {London}, issn = {1474-9041}, doi = {10.1177/1474904119827459}, pages = {656 -- 674}, year = {2019}, abstract = {Despite growing European and global interconnectedness, questions of national identity have only gained in importance in recent years. Yet the role researchers play in perpetuating norms of national belonging has gone largely unexamined. Who is included in unmarked national group labels such as German, Dutch, or Danish, who is understood as Other, and how terminology relates to exclusionary notions of national identity warrants greater investigation. Thus, using an exploratory review of recent research in the German context, the current study aimed to (a) identify relevant terminology in empirical education and psychology studies; (b) employ constructionist analysis to examine its situated meaning; (c) discuss societal and methodological implications; and (d) propose guidelines for more accurate and inclusive research. Based on a constructionist thematic analysis, a reiteration of a white ingroup and perceived immigrant Other was found. This dichotomy reinforces an exclusionary notion of who is German while omitting relevant information, such as participant generation or citizenship, from analyses. In doing so, researchers are perpetuating essentialized notions of national belonging while reporting incomplete and potentially inaccurate findings. Though selecting demographic information can be complex, recognizing the impact of labels and acknowledging heterogeneity are essential elements of inclusive and representative research.}, language = {en} } @article{JuangShenCostiganetal.2018, author = {Juang, Linda P. and Shen, Yishan and Costigan, Catherine L. and Hou, Yang}, title = {Time-varying associations of racial discrimination and adjustment among Chinese-heritage adolescents in the United States and Canada}, series = {Development and psychopathology : D\&P}, volume = {30}, journal = {Development and psychopathology : D\&P}, number = {5}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {0954-5794}, doi = {10.1017/S0954579418001128}, pages = {1661 -- 1678}, year = {2018}, abstract = {The aim of our study was twofold: to examine (a) whether the link between racial discrimination and adjustment showed age-related changes across early to late adolescence for Chinese-heritage youth and (b) whether the age-related associations of the discrimination-adjustment link differed by gender, nativity, and geographical region. We pooled two independently collected longitudinal data sets in the United States and Canada (N = 498, ages 12-19 at Wave 1) and used time-varying effect modeling to show that discrimination is consistently associated with poorer adjustment across all ages. These associations were stronger at certain ages, but for males and females, first- and second-generation adolescents, and US and Canadian adolescents they differed. There were stronger relations between discrimination and adjustment in early adolescence for males compared to females, in middle adolescence for first-generation compared to second-generation adolescents, and in early adolescence for US adolescents compared to Canadian adolescents. In general, negative implications for adjustment associated with discrimination diminished across the span of adolescence for females, second-generation, and US and Canadian adolescents, but not for males or first-generation adolescents. The results show that the discrimination-adjustment link must be considered with regard to age, gender, nativity, and region, and that attention to discrimination in early adolescence may be especially important.}, language = {en} } @article{JuangSyed2019, author = {Juang, Linda P. and Syed, Moin}, title = {The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment}, series = {Child development perspectives}, volume = {13}, journal = {Child development perspectives}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {1750-8592}, doi = {10.1111/cdep.12346}, pages = {241 -- 246}, year = {2019}, abstract = {Acculturation and developmental theories and frameworks have merged steadily to portray the development and adaptation of immigrant children more comprehensively. In this article, we trace this evolution to show how research has increasingly provided greater specificity in identifying the domains, dimensions, and contexts of acculturation processes, as integrated with greater concern for developmental principles. Although models have become more complex and comprehensive, we still need well-formulated theoretical explanations for the many processes that link development with acculturation and subsequent adjustment. We argue that novel developmental and acculturation concepts could advance specific lines of research situated in these complex models. By continuing to integrate developmental science and acculturation research more explicitly, we can arrive at a clearer and more complete understanding of how immigrant children and youth adapt across the lifespan.}, 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} } @misc{SyedJuangSvensson2018, author = {Syed, Moin and Juang, Linda P. and Svensson, Ylva}, title = {Toward a new understanding of ethnic-racial settings for ethnic-racial identity development}, series = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, volume = {28}, journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, number = {2}, publisher = {Wiley}, address = {Hoboken}, issn = {1050-8392}, doi = {10.1111/jora.12387}, pages = {262 -- 276}, year = {2018}, abstract = {The purpose of this conceptual article is to advance theory and research on one critical aspect of the context of ethnic-racial identity (ERI) development: ethnic-racial settings, or the objective and subjective nature of group representation within an individual's context. We present a new conceptual framework that consists of four dimensions: (1) perspective (that settings can be understood in both objective and subjective terms); (2) differentiation (how groups are defined in a setting); (3) heterogeneity (the range of groups in a setting); and (4) proximity (the distance between the individual and the setting). Clarifying this complexity is crucial for advancing a more coherent understanding of how ethnic-racial settings are related to ERI development.}, language = {en} }