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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.
Are we good friends?
(2020)
Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.
Are we good friends?
(2021)
Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.
Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging.
This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity.
Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation.
Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences.