TY - JOUR A1 - Juang, Linda P. A1 - Moffitt, Ursula Elinor A1 - Schachner, Maja A1 - Pevec-Zimmer, Sharleen T1 - Understanding ethnic-racial identity in a context where "race" is taboo JF - Identity : an international journal of theory and research ; the journal of the Society for Research on Identity Formation N2 - 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. KW - Ethnic-racial identity KW - race KW - Germany KW - intervention Y1 - 2021 U6 - https://doi.org/10.1080/15283488.2021.1932901 SN - 1528-3488 SN - 1532-706X VL - 21 IS - 3 SP - 185 EP - 199 PB - Routledge, Taylor & Francis Group CY - Philadelphia, PA ER - TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Pevec-Zimmer, Sharleen A1 - Moffitt, Ursula Elinor T1 - The Identity Project intervention in Germany BT - creating a climate for reflection, connection, and adolescent identity development JF - New directions for child and adolescent development N2 - 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. KW - adolescent KW - diversity climate KW - Germany KW - identity KW - intervention KW - school Y1 - 2020 U6 - https://doi.org/10.1002/cad.20379 SN - 1534-8687 VL - 173 SP - 65 EP - 82 PB - Wiley CY - San Fransisco ER - TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - Pevec-Zimmer, Sharleen A1 - Moffitt, Ursula Elinor T1 - The Identity Project intervention in Germany BT - creating a climate for reflection, connection, and adolescent identity development JF - New directions for child and adolescent development N2 - 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. KW - adolescent KW - diversity climate KW - Germany KW - identity KW - intervention KW - school Y1 - 2020 U6 - https://doi.org/10.1002/cad.20379 SN - 1534-8687 VL - 173 SP - 65 EP - 82 PB - Wiley CY - San Fransisco ER - TY - JOUR A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam A1 - Aral, Tuğçe A1 - Pevec-Zimmer, Sharleen T1 - Youth experiences of racism and family ethnic-racial socialization in Germany BT - What we (don't) know JF - Infant and child development : an international journal of research N2 - 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. KW - adolescence KW - family ethnic-racial socialization KW - Germany KW - racism Y1 - 2022 U6 - https://doi.org/10.1002/icd.2301 SN - 1522-7219 VL - 31 IS - 1 PB - Wiley CY - New York ER -