301 Soziologie, Anthropologie
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Rassenbürgerkrieg
(2021)
García Coll et al.’s (1996)integrative model was a landmark article for developmentalscience, and for psychology more broadly, in outlining the multitude of social and culturalfactors at play when seeking to understand the development of racial/ethnic minority children.The time is ripe to not only take stock of those advances but also evaluate the integrativemodel in the context of present-day research practice within developmental psychology, andpsychology more broadly. The purpose of this article is to bring a systemic perspective todevelopmental science through a discussion of current practices in the field. To do so, weexamineinvisibility, or how dominant practices serve to overlook, silence, or dismissknowledge produced by and for racial/ethnic minority populations. Guided by the interpretiveframework of intersectionality (Crenshaw, 1991), we discuss three key questions: Fromwhose vantage point is research conducted? What types of questions are valued? And whogets left out? We then conclude with recommendations for changes in practices for individ-uals, institutions, and the field at large. Importantly, although our analysis is largely groundedin research and practices in developmental psychology, it is also highly relevant to psycho-logical science as a whole.
Spatial and social mobility
(2018)
This paper analyzes the relationship between spatial mobility and social mobility. It develops a two-skill-type spatial equilibrium model of two regions with location preferences where each region consists of an urban area that is home to workplaces and residences and an exclusively residential suburban area. The paper demonstrates that relative regional social mobility is negatively correlated with segregation and inequality. In the model, segregation, income inequality, and social mobility are driven by differences between urban and residential areas in commuting cost differences between high-skilled and low-skilled workers, and also by the magnitude of taste heterogeneity.
Effects of achievement differences for internal/external frame of reference model investigations
(2018)
Background
Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects.
Aims
The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions.
Samples
We analysed eight German elementary and secondary school student samples (grades 3–8) from three independent studies (Ns 326–878).
Method
Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples.
Results
In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students.
Conclusions
Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.
Wiedereinstieg in den Lehrerberuf nach der Flucht mit dem Refugee Teachers Program in Brandenburg
(2019)
Die durch die Fluchtmigration ausgelösten aktuellen gesellschaftspolitischen Herausforderungen erfordern auch in der Lehrer*innenbildung institutionelle Weiterentwicklungsprozesse. Der vorliegende Beitrag befasst sich mit der Bedeutung der Fluchtmigration für die Lehrer*innenbildung. Am Beispiel des Refugee Teachers Program an der Universität Potsdam wird ein universitäres Bildungsangebot zur Nachqualifizierung für geflüchtete Lehrkräfte vorgestellt. Dabei fokussieren wir die konzeptionellen Grundlagen, die Struktur und die Inhalte des Programms und diskutieren es im Kontext aktueller Fragestellungen der Lehrer*innenbildung.
Exposure to peer aggression is a major risk factor for the development of aggressive behavior in childhood and adolescence. Furthermore, peer aggression has the propensity to spread and affect individuals who were not exposed to the original source of aggression. The aim of this paper is to demonstrate that peer aggression is in many regards similar to a contagious disease. By presenting a program of research based on longitudinal and multilevel studies, we provide evidence for the contagious quality of aggressive behavior, show that individuals vary in their susceptibility to peer aggression, and describe group‐level characteristics that moderate the influence of peer aggression. We discuss mechanisms that may explain how individuals catch aggressive behavior from their peers and how the effects on the development of individuals' aggressive behavior unfold over time. Further, we examine processes that may increase the risk of being exposed to peers' aggressive behavior. We conclude with discussing implications for future studies on the contagious nature of peer aggression.
Introduction
(2019)
We the people
(2018)
The chapter argues that populism as a modern phenomenon is closely linked with the great democratic revolutions that, for the first time in history, addressed ‘the people’ as the sovereign, thereby constituting the modern citizen. Yet, ‘the people’ can and do draw boundaries between ‘us’ and ‘them’. In an analytical perspective the article suggests a distinction between three forms of populism, ‘organic populism’, ‘liberal economic populism’, and ‘liberal cultural populism’, that operate differently. Applying closure theory to these different forms allows understanding of the different processes of populist politics that today promote exclusion by applying differentiated strategies of social closure.
The contributions to this volume Politics, Social Movements and Extremism take serious the fact that populism is a symptom of the crisis of representation that is affecting parliamentary democracy. Right-wing populism skyrocketed to electoral success and is now part of the government in several European countries, but it also shaped the Brexit campaign and the US presidential election. In Southern Europe, left-wing populism transformed the classical two parties systems into ungovernable three fractions parliaments, whereas in Latin America it still presents an instable alternative to liberal democracy.
The varying consequences of populist mobilisation so far consist in the maceration of the established borders of political culture, the distortion of legislation concerning migrants and migration, and the emergence of hybrid regimes bordering on and sometimes leaning towards dictatorship. Yet, in order to understand populism, innovative research approaches are required that need to be capable of overcoming stereotypes and conceptual dichotomies which are deeply rooted in the political debate.
The chapters of this volume offer such new theoretical strategies for inquiring into the multi-faceted populist phenomenon. The chapters analyse its language, concepts and its relationship to social media in an innovative way, draw the con -tours of left- and right-wing populism and reconstruct its shifting delimitation to
political extremism. Furthermore, they value the most significant aftermath of populist mobilisation on the institutional frame of parliamentary democracy from the limitation of the freedom of press, to the dismantling of the separation of powers, to the erosion of citizenship rights. This volume will be an invaluable reference for students and scholars in the field of political theory, political
sociology and European Studies.
Introduction
(2018)
The rise of populism has promoted a broad, vivid and flourishing debate in the social sciences that seems to have arisen even in the face of the ties between right-wing populism and the extreme right. The social sciences are struggling with how properly to conceptualise and theorise populism as a social and political phenomenon. Incongruity or asynchrony of events in factual history and their being conceptualised is obviously critical with regard to the problems that arise with defining and conceptualising populism. The plurality of usages, applications and meanings of populism thus only shows how, in a vivid debate, scholars can observe a contest for coming to terms with a concept that remains in flux and that needs to be continually revised given rapidly changing social conditions. The chapter also presents an overview of the key concepts discussed in this book.