TY - JOUR A1 - Diner, Hasia A1 - Krah, Markus A1 - Rabin, Shari A1 - Schwartz, Yitzchak A1 - Thulin, Mirjam A1 - Czendze, Oskar A1 - Schmidt, Imanuel Clemens A1 - Cooperman, Jessica A1 - Gallas, Elisabeth A1 - Rürup, Miriam A1 - Heyde, Jürgen A1 - Meyer, Thomas A1 - Ries, Rotraud A1 - Ullrich, Anna A1 - Geißler-Grünberg, Anke A1 - Schulz, Michael Karl A1 - Arnold, Rafael D. A1 - Sinn, Andrea A. ED - Diner, Hasia ED - Krah, Markus ED - Siegel, Björn T1 - PaRDeS : Journal of the Association for Jewish Studies in Germany = Foreign Entanglements: Transnational American Jewish Studies T2 - PaRDeS : Journal of the Association for Jewish Studies in Germany T2 - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien N2 - The field of American Jewish studies has recently trained its focus on the transnational dimensions of its subject, reflecting in more sustained ways than before about the theories and methods of this approach. Yet, much of the insight to be gained from seeing American Jewry as constitutively entangled in many ways with other Jewries has not yet been realized. Transnational American Jewish studies are still in their infancy. This issue of PaRDeS presents current research on the multiple entanglements of American with Central European, especially German-speaking Jewries in the 19th and 20th centuries. The articles reflect the wide range of topics that can benefit from a transnational understanding of the American Jewish experience as shaped by its foreign entanglements. T3 - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. - 27 KW - American history KW - modern Jewish history KW - European Jewish history KW - transnational history KW - migration KW - interfaith dialogue KW - education KW - rabbinical seminaries KW - publishing history KW - book history KW - cultural history KW - modern Judaism KW - history and memory KW - Galicia KW - 19th century KW - 20th century KW - cultural pluralism KW - historiography KW - moderne jüdische Geschichte KW - USA KW - 19. Jahrhundert KW - 20. Jahrhundert KW - deutsch-jüdische Geschichte KW - transnationale Studien KW - Migration Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-519333 SN - 978-3-86956-520-0 SN - 1614-6492 SN - 1862-7684 IS - 27 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Schachner, Maja Katharina A1 - van de Vijver, Fons J. R. A1 - Juang, Linda P. T1 - Equal but Different BT - effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms JF - Cultural diversity & ethnic minority psychology : official journal of American Psychological Association Division 45 N2 - 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 KW - cultural diversity KW - multiethnic classrooms KW - intergroup relations KW - equality KW - cultural pluralism Y1 - 2018 U6 - https://doi.org/10.1037/cdp0000173 SN - 1099-9809 SN - 1939-0106 VL - 24 IS - 2 SP - 260 EP - 271 PB - American Psychological Association CY - Washington ER - TY - GEN A1 - Schachner, Maja Katharina T1 - From equality and inclusion to cultural pluralism BT - evolution and effects of cultural diversity perspectives in schools T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 460 KW - cultural diversity KW - school KW - adolescence KW - equality and inclusion KW - cultural pluralism Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-412589 IS - 460 ER - TY - JOUR A1 - Schachner, Maja Katharina T1 - From equality and inclusion to cultural pluralism BT - evolution and effects of cultural diversity perspectives in schools JF - European journal of developmental psychology N2 - 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. KW - Cultural diversity KW - school KW - adolescence KW - equality and inclusion KW - cultural pluralism Y1 - 2017 U6 - https://doi.org/10.1080/17405629.2017.1326378 SN - 1740-5629 SN - 1740-5610 VL - 16 IS - 1 SP - 1 EP - 17 PB - Routledge, Taylor & Francis Group CY - Abingdon ER -