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Cultural diversity climate and psychological adjustment at school - equality and inclusion versus cultural pluralism
Examined the cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (mean age 10 years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed. (ZPID).
Journal Article
African appropriations : cultural difference, mimesis, and media
Why would a Hollywood film become a Nigerian video remake, a Tanzanian comic book, or a Congolese music video? Matthias Krings explores the myriad ways Africans respond to the relentless onslaught of global culture. He seeks out places where they have adapted pervasive cultural forms to their own purposes as photo novels, comic books, songs, posters, and even scam letters. These African appropriations reveal the broad scope of cultural mediation that is characteristic of our hyperlinked age. Krings argues that there is no longer an \"original\" or \"faithful copy,\" but only endless transformations that thrive in the fertile ground of African popular culture.
Book
Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms
Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students’ social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.
Journal Article
Cultural Identity and the Academic, Social, and Psychological Adjustment of Adolescents with Immigration Background
As Western societies become more ethnically and culturally diverse, understanding the acculturation of immigrant youth is essential for fostering social cohesion. How the cultural identity formation of ethnic minority adolescents relates to their academic, social, and psychological adjustment is an important and as yet unresolved research question. This study examined to what extent identifying with the heritage and/or host culture is an individual resource or risk factor for the adjustment of immigrant youth in Germany. A random sample of 15–17-year-olds (N = 1992; Mage_w1 = 15.3 years, SD = 0.64; 44.5% girls; 44.7% students with immigrant background) was assessed twice: at the end of 9th and 10th grade. Academic performance and three dimensions of social/psychological adjustment (school attachment, self-esteem, and life satisfaction) were examined. Results showed that biculturalism was the modal identification pattern. Contrary to expectations, cultural identification did not differ systematically with perceived distance from the majority culture. Multivariate structural equation modeling revealed that both heritage and host identification can be developmental resources, but that their effects are dependent on the dimension of adjustment; biculturalism only proved to be a cumulative resource for school attachment. The domain specificity of the findings challenges the generalization claims of predominant acculturation theories.
Journal Article
Is Integration Always most Adaptive? The Role of Cultural Identity in Academic Achievement and in Psychological Adaptation of Immigrant Students in Germany
Immigrant adaptation research views identification with the mainstream context as particularly beneficial for sociocultural adaptation, including academic achievement, and identification with the ethnic context as particularly beneficial for psychological adaptation. A strong identification with both contexts is considered most beneficial for both outcomes (integration hypothesis). However, it is unclear whether the integration hypothesis applies in assimilative contexts, across different outcomes, and across different immigrant groups. This study investigates the association of cultural identity with several indicators of academic achievement and psychological adaptation in immigrant adolescents (N = 3894, 51% female, Mage= 16.24, SDage = 0.71) in Germany. Analyses support the integration hypothesis for aspects of psychological adaptation but not for academic achievement. Moreover, for some outcomes, findings vary across immigrant groups from Turkey (n = 809), the former Soviet Union (n = 712), and heterogeneous other countries (n = 2373). The results indicate that the adaptive potential of identity integration is limited in assimilative contexts, such as Germany, and that it may vary across different outcomes and groups. As each identification is positively associated with at least one outcome, however, both identification dimensions seem to be important for the adaptation of immigrant adolescents.
Journal Article
Laws of concatenated perception: Vision goes for novelty, decisions for perseverance
Every instant of perception depends on a cascade of brain processes calibrated to the history of sensory and decisional events. In the present work, we show that human visual perception is constantly shaped by two contrasting forces exerted by sensory adaptation and past decisions. In a series of experiments, we used multilevel modeling and cross-validation approaches to investigate the impact of previous stimuli and decisions on behavioral reports during adjustment and forced-choice tasks. Our results revealed that each perceptual report is permeated by opposite biases from a hierarchy of serially dependent processes: Low-level adaptation repels perception away from previous stimuli, whereas decisional traces attract perceptual reports toward the recent past. In this hierarchy of serial dependence, \"continuity fields\" arise from the inertia of decisional templates and not from low-level sensory processes. This finding is consistent with a Two-process model of serial dependence in which the persistence of readout weights in a decision unit compensates for sensory adaptation, leading to attractive biases in sequential perception. We propose a unified account of serial dependence in which functionally distinct mechanisms, operating at different stages, promote the differentiation and integration of visual information over time.
Journal Article
Perpetration and victimization in offline and cyber contexts: A variable- and person-oriented examination of associations and differences regarding domain-specific self-esteem and school adjustment
Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs. (ZPID).
Journal Article
Human Migration in the Era of Climate Change
Migration is one response to climatic stress and shocks. In this article we review the recent literature across various disciplines on the effects of climate change on migration. We explore key features of the relationship between climate change and migration, distinguishing between fast-onset and slow-onset climatic events and examining the causes of heterogeneity in migratory responses to climate events. We also seek to shed light on the interactions between different types of adaptations to climate events as well as the mechanisms underlying the relationship between climate change and migration. Based on our review of the existing literature, we identify gaps in the literature and present some general policy recommendations and priorities for research on climate-induced migration.
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