@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{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{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} } @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} }