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Feeling Half-Half?
(2018)
Growing up in multicultural environments, Turkish-heritage individuals in
Europe face specific challenges in combining their multiple cultural iden-
tities to form a coherent sense of self. Drawing from social identity com-
plexity, 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 com-
plex, supranational labels, such as multicultural. Furthermore, most partici-
pants 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.
Feeling Half-Half?
(2018)
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.
Peer cultural socialisation
(2019)
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.
Peer cultural socialisation
(2019)
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.
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.
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.
Person-centered trajectories of cultural values and behaviors among Chinese American adolescents
(2017)
This study examined change in acculturation values and behavior among 310 Chinese American adolescents, and how patterns of change were related to key demographic variables and indicators of positive youth development. Dual process group-based trajectory models of change in U.S. and Chinese values and behaviors indicated a six-group solution for each. The results showed that acculturation value patterns were not related to gender, nativity, or parent education, but were related to family cohesion, self-esteem, general and academic self-efficacy, and GPA. Acculturation behavior patterns were not related to gender but were related to nativity and parent education, and were also related to general self-efficacy and family cohesion. Taken together, our findings suggest that most trajectories of acculturation are associated with positive outcomes, but there are small groups of adolescents that function very well (those who maintain higher behavioral involvement in both) and some not very well, especially those whose behaviors are becoming more disparate over time. Special Issue: Explaining Positive Adaptation of Immigrant Youth across Cultures. (C) 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Equal but Different
(2018)
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
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color‐evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non‐immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color-evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine-Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color-evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non-immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.
Für ein besseres Miteinander
(2022)
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.
Adolescents growing up in culturally diverse societies need to develop intercultural competence. To better understand how to develop intercultural competence we need measures specifically relating to the everyday intercultural experiences of adolescents. However, few measures of intercultural competence are available for this target group. Based on the cultural intelligence (CQ) model (Earley & Ang, 2003), we developed a measure that combines a self-report questionnaire and situational judgment tests (SJTs). The latter comprise a brief description of intercultural situations, followed by questions asking the adolescents to interpret and provide a reaction to the situations. The reliability, factor structure, measurement equivalence, and validity of the new measure was tested in two samples of adolescents in culturally diverse regions in North Rhine-Westphalia (N = 631, 48% female, M-a(ge) = 13.69 years, SDage = 1.83) and Berlin (N = 1,335, 48% female, M-age = 14.69 years, SDage, = 0.74) in Germany. The self-report CQ scale showed good reliability and a four-dimensional factor structure with a higher-order CQ factor. The responses to the SJTs were coded based on a coding manual and the ratings loaded onto one factor. The measurement models showed metric to scalar measurement equivalence across immigrant background, gender, and grade. The CQ factor and the SJT factor were positively correlated with each other, as well as with related constructs such as openness, perspective-taking, and diversity beliefs. We conclude that the new measure offers a reliable and valid method to assess the intercultural competence of adolescents growing up in culturally diverse societies.
Schools as acculturative and developmental contexts for youth of immigrant and refugee background
(2018)
Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
Schools as acculturative and developmental contexts for youth of immigrant and refugee background
(2018)
Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
The present study examined the mediating role of ethnic identity in the relation between family ethnic socialization and psychological well-being among Asian American college students. In addition, it explored the moderating role of gender in the pathways among 3 variables. Participants were 970 Asian American college students who were part of the Multi-Site University Study of Identity and Culture (MUSIC). Results from a multigroup structural equation model indicated that family ethnic socialization was positively and significantly related to ethnic identity and psychological well-being, whereas ethnic identity was also positively and significantly related to psychological well-being. Furthermore, family ethnic socialization was related to psychological well-being through different pathways for Asian American women versus men. Ethnic identity significantly mediated the association between family ethnic socialization and psychological well-being for women, but not for men. In contrast, family ethnic socialization was more strongly related to psychological well-being for men than for women. The practical implications for mental health professionals working with Asian American families are also discussed, particularly with regard to the role of family ethnic socialization in Asian American families.
The increasing application of intersectionality to the psychological study of identity development raises questions regarding how we as researchers construct and operationalize social identity categories, as well as how we best capture and address systems of oppression and privilege within our work. In the continental European context, the use of the intersectionality paradigm raises additional issues, since “race” was officially removed from the vernacular following the atrocities of WWII, yet racialized oppression continues to occur at every level of society. Within psychological research, participants are often divided into those with and without “migration background,” which can reiterate inequitable norms of national belonging while washing over salient lived experiences in relation to generation status, citizenship, religion, gender, and the intersection between these and other social locations. Although discrimination is increasingly examined in identity development research, rarely are the history and impact of colonialism and related socio-historical elements acknowledged. In the current paper, we aim to address these issues by reviewing previous research and discussing theoretical and practical possibilities for the future. In doing so, we delve into the problems of trading in one static social identity category (e.g., “race”) for another (e.g., “migration background/migrant”) without examining the power structures inherent in the creation of these top-down categories, or the lived experiences of those navigating what it means to be marked as a racialized Other. Focusing primarily on contextualized ethno-cultural identity development, we discuss relevant examples from the continental European context, highlighting research gaps, points for improvement, and best practices.
Being both German and Other
(2018)
Recent discursive research has built on Michael Billig's theory of banal nationalism, arguing that minoritized individuals who explicitly claim adherence to a national group may be further marginalized from a perceived majority who view such acts as socially undesirable. In Germany, a master narrative of muted national pride precludes hot nationalism, while a narrative of integration calls for overt national allegiance from anyone perceived as Other. Integration is demanded not only of recent immigrants, but also of the second generation and beyond, bolstering a related narrative of unquestioned Germanness as ethnically based. We conducted narrative analysis of interviews with white and Turkish German young adults to explore these master narratives, examining national identity through the lens of banal and hot nationalism. We found it is not only hot nationalism that marginalized Turkish German participants, but also the unrealizable narrative of integration. Situated within research into exclusionary notions of German identity, we argue that the integration demand reiterates the narrative of Germany as ethnically homogenous while fostering a feedback loop of contested belonging. With the recent increase in refugees and other immigrants, this critical examination of identity and belonging in Germany offers a timely and underexamined perspective to an important discussion.