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Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirming pre-registered hypotheses, results indicated that high levels of perceived personal discrimination were negatively associated with global self-esteem and emotional school engagement. Contrary to our expectations, neither perceived personal nor group discrimination negatively predicted academic self-concept. In addition, teacher-student relationship quality but not school climate buffered the relationship between both personal and group discrimination and global self-esteem and emotional school engagement such that the association was less negative when relationship quality was high. Taken together, our results underscore the importance of considering the different targets of discrimination (i.e., personal self and own group), and that positive teacher-student relationship can be especially beneficial and empowering for youth who are exposed to ethnic discrimination.

Parents help youth make sense of current society, including in relation to racial-ethnic inequity. The goal of the current study was to assess white racial-ethnic socialization (RES) in Germany. We conducted semi-structured interviews with 28 white German parents of elementary school children in an eastern German city and analyzed the data using reflexive thematic analysis. The most prominent theme was silence about race. One form this took was socialization into white normativity, with parents situating their families as "normal." Another cross-cutting theme was insecurity about language and age-appropriate ways to address race-ethnicity. Many parents engaged in diversity socialization, though this generally remained abstract. Some parents actively engaged in stereotyping and Othering. These findings underscore the need for more attention to RES in Germany, including how context shapes the interplay of national, racial, and ethnic identities within global systems of power and oppression. [ABSTRACT FROM AUTHOR]

Background: According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first‐generation immigrant and refugee and non‐immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency). Aims: We investigated the moderating roles of teacher–child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first‐generation immigrant and refugee and non‐immigrant children. Sample: We recruited n = 278 fourth grade children (Mage = 10.47, SDage =.55, 53.24% female; 37% first‐generation immigrant and refugee children). Methods: Questionnaires assessed children's reported teacher–child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses. Results: Teacher–child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness. Conclusions: Teacher–child and peer relationship quality can be beneficial for the school adjustment of both first‐generation immigrant and refugee children and non‐immigrant children. [ABSTRACT FROM AUTHOR]

This is the first review that takes stock of studies that have applied an experience sampling methodology (ESM) to examine the consequences of daily ethnic-racial discrimination (ERD) on youth' psychological adjustment and academic outcomes. We summarize moderators and mediators of these associations and highlight the benefits and limitations of employing ESM to examine ERD in comparison to traditional between-person methodologies. A total of 18 studies published between 2010 and September 2022 were identified and reviewed. These studies document the negative effects of experiencing ERD on a daily basis, but also that variations exist depending on the moderators accounted for in the analyses. Although the use of ESM has great potential for the understanding of everyday ERD among adolescents, this line of research requires more evidence on contextual characteristics, mediating mechanisms, and with a wider variety of ethnic-racial groups. [ABSTRACT FROM AUTHOR]

This longitudinal study aimed to differentiate between acculturative and developmental processes by (a) comparing levels and change rates in victimization among ethnic German immigrants and native German adolescents in Germany and Russian Jewish immigrants in Israel, and (b) testing whether interindividual differences in victimization among immigrant youth can be explained by the same general factors as in native groups or by migration-specific factors. In addition, we tested whether or not acculturative and developmental processes interact. The sample comprised 1,300 ethnic German immigrants, 820 native German adolescents, and 1,535 Russian Jewish adolescents. The participants (15.36-years-old) completed 3 annual assessments. Two-part latent growth models showed similar levels and rates of change among all 3 ethnic groups. Interindividual differences in victimization were largely explained by the same general factors across all ethnic groups but acculturation-related hassles explained additional variance among immigrant youth. Acculturation and development interacted such that the protective effect of age did not set in until 3-5 years of residence among both immigrant groups. Results suggest that developmental pathways to victimization are very similar among immigrant and native youth once immigrants successfully have managed the phase transition of resettlement.

We investigated how classroom ethnic diversity is associated with peer victimization, effects of ethnic minority/majority status, and if individual teacher support can buffer potentially negative effects of ethnic diversity. Using two theoretical perspectives (balance of power, ethnic competition), we hypothesized that (1) victimization is more prevalent at intermediate ethnic diversity and less prevalent at lower and higher ethnic diversity, (2) this curvilinear link is stronger for ethnic majority than minority students, and (3) peer victimization at intermediate levels of ethnic diversity is lower when teacher support is high. We conducted multilevel analyses based on the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). The analytical sample included 17,882 students, nested in 882 classrooms. Although our hypotheses received no support, the findings showed that diversity was linked to less victimization for ethnic minority student. Teacher support was linked to less victimization for ethnic minority students at every level of classroom diversity but especially when diversity was low and to less victimization for ethnic majority students in classrooms with intermediate to high ethnic diversity. We discuss our findings in light the theoretical approaches and underscore the role of teachers as a protective resource. [ABSTRACT FROM AUTHOR]

Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16-18 and 19-26; mean age 20.5 years; 52% female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences.

This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e., ethnic and national) on children's perceived peer acceptance and preference for same-ethnic friendships. Measures of ethnic and English identification, perceived peer acceptance, and friendship choice were administered to 207 south-Asian English children, aged between 5 and 11, at two time points 6 months apart. In line with predictions, longitudinal analysis showed that bicultural identification (i.e., higher ethnic and English identity) was related to higher perceived peer acceptance and less preference for same-ethnic friendships. Importantly, as hypothesized, this finding was limited to the older children with more advanced social-cognitive abilities. The results suggest that older children who adopted a bicultural identity were able to strategically "flag" their multiple group identities, within their multicultural peer groups, to obtain acceptance amongst the maximum number of peers and show less preference for same-ethnic friendships. This study extends previous peer relations research, which has typically focused on individual social deficits or classroom norms, by showing that group identities influence peer relationships amongst ethnic minority status children. (Contains 4 tables and 4 figures.)

This study examined changes in and predictors of preference for same-ethnic friendships among German (N = 106) and Turkish (N = 45) preadolescents (M age = 10.4 years) during their 1st year in an ethnically heterogeneous school. Drawing on the contact hypothesis, it examined the relation between children's attitudes and their preference for same-ethnic friendship. Among both German and Turkish children, the latter decreased over time and its variability was predicted by intergroup attitudes and peer norms about cross-ethnic friendships. Outgroup orientation and perceived contact conditions predicted only German children's preference for same-ethnic friendships. Over time, classroom identification increasingly reduced preference for same-ethnic friendships among Turkish children. The results showed that interindividual attitudes were related to children's level of intergroup contact.

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Germany and continental Europe, more broadly, race and ethnicity are concepts that are not widely used and are increasingly erased from the legislation. Nevertheless, race and ethnicity are still used as social markers and often merely replaced with other terms (e.g., cultural background). The goal of this paper is threefold. First, we point to the danger of treating race and ethnicity as essentialist categories, which is still common in developmental science research. Second, we want to outline specific problems that occur when doing research on ethnicity and race with children and adolescents in the European race‐mute context. Third, we suggest that future research ought to focus more on constructions of Whiteness and reproduction of power differences among ethnic majority populations. In doing so, we draw on examples from our own research on ethnic‐racial identity and ethnic‐racial socialization. [ABSTRACT FROM AUTHOR]

This study examined social identity development on the national and European domain using the three-dimensional identity status model. We took a person-centered approach to identify identity statuses and to study stability and change of identity statuses across one year within two longitudinal samples of young people aged 15 to 26 (MT1 = 19.81, SDT1 = 3.22) from Germany (n = 1028) and Czech Republic (n = 1342). Latent profile analyses of questionnaire-based data showed evidence for four identity statuses for the national and European domain (i.e., diffusion, moratorium, closure, and achievement). The statuses differed substantially in terms of civic engagement, nationalism, and views toward the EU. Stability of identity statuses was moderate to high across domains and countries with little evidence for systematic transitions over time. Overall, identity patterns were very similar across domains and countries. However, congruence between the national and the European identity domain was substantially lower in Czech Republic than in Germany, suggesting that both identities are more aligned in the latter country. [ABSTRACT FROM AUTHOR]

Recent research has shown that peers influence ethnic-racial identity (ERI) development during early adolescence. Arguments based on social identity theory, however, suggest that only same-ethnic but not cross-ethnic friends are important for ERI development. Using longitudinal social network analysis, we examined peer influence of both same- and cross-ethnic friends on ERI attachment and private regard. Data were drawn from six ethnically diverse schools in Western Germany (N = 1,349; Mage  = 13.3). Our results provide empirical evidence for early adolescents' ERI being influenced by same- but less by cross-ethnic friends. Considering peers' ethnicity therefore is crucial for understanding peer influence on ERI development. [ABSTRACT FROM AUTHOR]

Adolescents support Eurosceptic and far‐right movements more and more. Since adolescents' years are a formative period for political orientations, it is important to promote a shared sense of belonging together among Europeans to counteract these tendencies. This could be achieved by fostering a European identity, however, only if its content is civically defined. We examined adolescents' understandings of being European, and how they relate to intolerance, EU support, and other predictors. Our sample included 1206 German adolescents (51% female, Age: M = 14.4, SD = .6, 27% ethnic minority adolescents). European identity was assessed via open answers and five closed questions. We conducted latent class analysis to identify identity classes. Three classes emerged: a living‐based (47%), a culture & value‐based (27%), and an ancestry‐based class (26%). Classes did not differ regarding EU support, but regarding intolerance (highest: ancestry‐based, lowest: culture & value‐based). Our results indicate that German adolescents differed in their understanding of being European and that it is important to consider how youth define Europeanness to understand European identity's effect on their views. Furthermore, our study argues for assessing identity openly to capture nuances of identity content adequately. [ABSTRACT FROM AUTHOR]

This article reviews empirical evidence on the reciprocal relation of ethnic minority group members' national, ethnic, and dual identification on the one hand and their friendships with both minority and majority group members on the other. Emphasis is given to studies that apply longitudinal social network analysis in order to draw inferences about how these group identifications shape social relations and/or how social relations in turn shape individuals' group identifications. After outlining theoretical mechanisms and showing the advantages of a social network approach, the article summarizes findings on how ethnic, national, and dual identification affect individual preferences for having same ethnic or interethnic friends. Evidence on how friends in turn influence group identifications is also reviewed. The article closes by discussing practical implications of the existing evidence and by pointing to open questions and next steps for further research on the nexus of group identifications and friendship. [ABSTRACT FROM AUTHOR]

Identification with Europe can constitute an important part of psychological citizenship for European citizens. From a self-categorization perspective, higher-order (e.g. with Europe) and lower order subgroup identities (e.g. with the nation) may interfere with each other if they are seen as incompatible. We were interested in contextual moderators at school and country level of youth' national identity on identification with Europe. We used multi-level regression analyses based on data from the International Civic and Citizenship Education Study, collected from 14-year old students (n = 71,282) from 22 European countries. Results showed strong positive effects of national identity at the individual, and classroom-level on European identity. However, main effects of national identity at the individual level were qualified by a number of interactions with contextual-level moderators. The relationship between national and European identity was weaker for adolescents attending classrooms or living in countries with lower average levels of trust in EU institutions. Living in countries with higher gender and income inequalities, less friendly immigration policies, and a communist past lessened the association between national and European identity. Results point to the powerful effects of context in shaping the relationship between national and European identity. [ABSTRACT FROM AUTHOR]

Although research has overwhelmingly demonstrated the negative consequences of perceived racial–ethnic discrimination on children's and youth's well-being and academic outcomes, context- and perpetrator-specific discrimination experiences are rarely disaggregated. Racial–ethnic discrimination in the school environment is common, and the perpetrators are often teachers who may treat racial–ethnic minority students unfairly. This work used a three-level multilevel approach to meta-analytically synthesize existing evidence with the aim to (a) document the links between perceived teacher-based racial–ethnic discrimination (TBRED) and students' psychological, behavioral, and physical well-being, substance use, grade point average and school motivation, and (b) to examine whether these associations differ by sample and study characteristics. Based on 68 studies and 259 effect size estimates, we found that perceived TBRED is linked to lower well-being (r = −.15, 95% confidence interval [CI] [−.18, −.12]), higher substance use (r =.13, 95% CI [.06,.20]), and lower academic performance (r = −.16, 95% CI [−.20, −.13]) with substantial heterogeneity across effect sizes. Similarly, TBRED had small-to-medium negative associations within each domain of well-being and academics. The results were partially moderated by school racial–ethnic composition, suggestive of a protective function of a higher concentration of racial–ethnic minority students. In addition, more reliable scales and a greater number of items measuring TBRED were associated with stronger negative correlations with well-being. These findings highlight the importance of increasing awareness around issues of racism and discrimination in initial teacher training and professional development. We encourage further exploration of effect size heterogeneity and call for research on TBRED outside the United States. Educational Impact and Implications Statement: This meta-analysis of 68 studies found that perceiving teacher-based racial–ethnic discrimination (TBRED) is detrimental to both students' well-being and academic outcomes to similar degrees. These findings demonstrate that teachers bear responsibility for the well-known discrimination-to-adjustment link and that the negative impact of TBRED is not limited to the academic domain but extends to well-being. The results imply that there is a dire need for changes in teacher training and professional development that not only educate teachers on what to teach their students (i.e., subject content) but also on how to teach in increasingly diverse schools in equitable and culturally responsive (i.e., nondiscriminatory) ways. [ABSTRACT FROM AUTHOR]

While research suggests that schools can foster active citizenship among youth, studies have not tested whether ethnic minority youth may benefit differently from school experiences than ethnic majority youth. In this study of 219 students (138 German majority and 81 Turkish‐origin minority; Mage = 18.26; 55% females), we examined the association between different experiences at school and 4 indicators of youth active citizenship, controlling for various socio‐demographic characteristics. Although value of social studies was associated with three out of four active citizenship indicators among both ethnic groups, the effects of the other school‐related variables on active citizenship were moderated by ethnicity. Specifically, indicators of classroom climate, such as open classroom climate and classroom community, were only associated with greater active citizenship among Turkish‐minority youth, while participatory factors, such as engagement in school decisions, were only associated with active citizenship among native German youth. [ABSTRACT FROM AUTHOR]

This study investigated the effects of ethnic minority adolescents' ethnic self‐identification (host country, dual, or heritage country) on friendship choices among ethnic majority and minority peers. Hypotheses were derived from similarity–attraction and social identity theory and tested using longitudinal social network data from 1,004 middle school students (five schools) in Germany. Results showed that ethnic minority adolescents' ethnic self‐identification affected friendship selection beyond ethnic homophily. While host country and dual identification was beneficial with respect to friendships with both ethnic majority and minority peers, heritage country identification was detrimental to relations with both of them. [ABSTRACT FROM AUTHOR]

This study examined the effects of individual, school-level and country-level variables and their interactions on two components of adolescents’ active European citizenship: trust in European institutions and participation at the European level. For comparison, country-related institutional trust and participation were also predicted. Using multilevel regression models, we re-analysed a subsample of survey data from the International Civic and Citizenship Education Study, collected from 14-year-old students (n = 72,466) in 22 European countries in 2009. Results showed that higher cognitive engagement with politics (e.g., political interest), more opportunities for learning about Europe at school, and country wealth and social equality were positively associated with both aspects of adolescents’ active European citizenship. In contrast to country-related participation, the participatory dimension of active European citizenship was also positively related to a higher socioeconomic status of adolescent’s classroom and family, an association that was more pronounced in less wealthy and post-communist countries. [ABSTRACT FROM AUTHOR]

This study examined direct and interactive effects of social-emotional adjustment, national and ethnic identification, and school ethnic composition on friendship homophily among 214 ethnic minority and 183 ethnic majority English children, aged between 5 and 11 years. The data came from a longitudinal study, which included 3 time points, spanning a 12-month period. Results of multilevel latent growth curve models showed that among ethnic minority English children (teacher-rated), peer problems and ethnic identity were associated with more friendship homophily, whereas a bicultural identity was not related to more friendship homophily. Among ethnic majority English children, the effects of peer problems and English identity were moderated by school ethnic composition, such that these factors were not associated with more friendship homophily in more ethnically diverse schools. The findings are discussed on the basis of theories of intergroup contact and intergroup threat. [ABSTRACT FROM AUTHOR]

Economic crises can threaten individuals' sense of control. At the same time, these crises often result in collective responses, such as class-based protest (e.g., the 99%), but also nationalism or xenophobia. We investigated how personal consequences of economic crises lead to both intragroup and intergroup responses and the role of control for these effects. Studies 1 and 2 show that personal income and fear of economic descent reduce people's personal control, which, in turn, fosters hostile interethnic attitudes (Study 1), and in-group trust toward one's own social class (Study 2). Study 3 tests the combined effect of personal control and salience of collective economic identity in an experimental field study in Germany and Spain. For Spanish participants, control deprivation increased collective efficacy when national economic identity was salient, which, in turn, increased collective action intentions. We discuss the conditions under which crisis-induced threat to personal control elicits collective responses and the consequences for intergroup relations, including across class lines. [ABSTRACT FROM AUTHOR]

Previous research has shown that ingroup norms influence intentions to engage in pro-environmental behavior, most notably for individuals highly identified with a group. However, intriguingly, identification may itself lead people to exaggerate descriptive pro-environmental ingroup norms to enhance positive distinctiveness of their ingroup. We investigated this possibility in two studies together with the assumption that perceived norms would mediate the effects of identification on intentions to engage in pro-environmental behavior. The results support our assumptions and show that high identifiers perceived their ingroup be more eco-friendly, which in turn increased respondents’ intentions to behave in a pro-environmental manner. We discuss the implications of this collective self-fulfilling prophecy for social identity theorizing and the prediction of pro-environmental behavior. [ABSTRACT FROM PUBLISHER]

This study investigated to what extent parents’ intergroup attitudes influence the development of their children’s ethnic intergroup attitudes (i.e., ingroup bias), and which socialization factors moderate this influence. We report on a four-year longitudinal study of 213 children (Mage = 7.94) and their parents conducted in Eastern Germany. Findings showed significant interindividual differences in children’s developmental trajectories, which could, in part, be explained by child gender, socio-economic status and parental attitudes. The influence of parents’ intergroup attitudes was moderated by parenting style and parental similarity in attitudes both of which, our findings suggest, can make the transmission of parental attitudes more likely. [ABSTRACT FROM PUBLISHER]

Today's global challenges necessitate the cooperation of the international community. In two studies, this paper investigates global identity and absolute moral standards as two important predictors of solidarity and collective action intentions. In Study 1 ( N = 450), we found evidence for parallel direct effects of global identity and absolute standards on intergroup solidarity and indirectly on collective action intentions. Similar, albeit weaker, effects were found for real behavior (a donation). Study 2 ( N = 124) experimentally manipulated participants' moral standard. Participants in the absolute standard condition were more willing to participate in collective action than participants who were experimentally focused on a gradual standard. Additionally, Study 2 replicated the indirect effects of global identity and absolute moral standards that we found in Study 1. The results show the important role of global identity and absolute moral standards as independent motivators of collective action. [ABSTRACT FROM AUTHOR]

Copyright of Politiques Sociales is the property of Service Social dans le Monde, asbl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing on data from a large-scale international project, this research examined predictors of civic engagement between immigrant (n = 599) and majority youth (n = 1,027) in Belgium, Germany, and Turkey. In all three countries immigrants were found to be more civically engaged than their majority peers. Further, based on the assumptions of the civic voluntarism model, civic engagement was predicted by resources, social experiences, and psychological engagement (i.e., internal political efficacy). The results showed that predictors differed by ethnic background. Although internal political efficacy beliefs were only found to be a significant predictor of civic engagement among majority youth, involvement in social networks was found to be a more meaningful predictor among immigrant youth. These results are discussed in terms of theoretical and practical implications. [ABSTRACT FROM AUTHOR]

Previous findings suggest that children’s cross-ethnic friendships are less stable than same-ethnic friendships. However, it is not clear why this is. This study examined stability of same- and cross-ethnic friendships among 10-year-old children over the course of five months. Analyses focused on both individual-level data (comparing 82 German and 37 Turkish children) and social network data (comparing 125 German and 172 non-German children). We predicted that children high in empathy and who perceived peer norms about cross-ethnic friendships to be positive would have more stable cross-ethnic friendships. Results showed that cross-ethnic friendships were indeed less stable than same-ethnic friendships. Empathy marginally predicted stability of cross-ethnic friendships while peer norms only predicted German but not Turkish children’s cross-ethnic friendship stability. Further, children high in empathy were less likely to be deselected by their cross-ethnic friends and similarity in empathy between cross-ethnic friends increased the longevity of their friendship. [ABSTRACT FROM AUTHOR]

Several personality constructs have been theorised to underlie right-wing authoritarianism (RWA). In samples from New Zealand and Germany (Ns = 218, 259), we tested whether these constructs can account for specific variance in RWA. In both samples, social conformity and personal need for structure were independent predictors of RWA. In Sample 2, where also openness to experience was measured, social conformity and personal need for structure fully mediated the impact of the higher-order factor of openness on RWA. Our results contribute to the integration of current approaches to the personality basis of authoritarianism and suggest that two distinct personality processes contribute to RWA: An interpersonal process related to social conformity and an intrapersonal process related to rigid cognitive style. Copyright © 2009 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Large-scale environmental crises are genuinely collective phenomena: they usually result from collective, rather than personal, behavior and how they are cognitively represented and appraised is determined by collectively shared interpretations (e.g.; differing across ideological groups) and based on concern for collectives (e.g., humankind, future generations) rather than for individuals. Nevertheless, proenvironmental action has been primarily investigated as a personal decision-making process. We complement this research with a social identity perspective on pro-environmental action. Social identity is the human capacity to define the self in terms of "We" instead of "I," enabling people to think and act as collectives, which should be crucial given personal insufficiency to appraise and effectively respond to environmental crises. We propose a Social Identity Model of Pro-Environmental Action (SIMPEA) of how social identity processes affect both appraisal of and behavioral responses to large-scale environmental crises. We review related and pertinent research providing initial evidence for the role of 4 social identity processes hypothesized in SIMPEA. Specifically, we propose that ingroup identification, ingroup norms and goals, and collective efficacy determine environmental appraisals as well as both private and public sphere environmental action. These processes are driven by personal and collective emotions and motivations that arise from environmental appraisal and operate on both a deliberate and automatic processing level. Finally, we discuss SIMPEA's implications for the research agenda in environmental and social psychology and for interventions fostering pro-environmental action. [ABSTRACT FROM AUTHOR]

Bruneau's work repeatedly focused on the Roma minority, worldwide, one of the most dehumanized ethnic groups. In a preregistered design, we replicated one of his previous studies (Bruneau et al., 2020) in a different national context (i.e., Germany) in testing the hypotheses that preservice teachers make biased educational-track recommendations discriminating against Romani students and that infrahumanization drives this behavior. In line with Bruneau et al.'s (2020) work, preservice teachers judged placing self-identified Romani students into lower educational tracks as more appropriate than self-identified Turkish-origin and German students, despite equal academic performance. Although participants infrahumanized Romani students at greater levels compared to non-Romani students, in contrast to the Bruneau et al.'s (2020) study, educational-track recommendations were positively associated with affective prejudice but not with infrahumanization. These findings extend Bruneau's insights on dehumanization, prejudice, and discrimination against people of Romani background, highlighting the role of the social context in which these associations are studied. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated the associations between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (CDC), and the academic and psychological adjustment of elementary school students in culturally diverse German classrooms., Method: The sample included 41 teachers and 234 fourth grade students ( M age = 10.48, SD age = 0.56, 55% female; 38% first immigrant generation). We conducted multilevel analyses to assess the associations between teachers' CRT self-efficacy, student-perceived CDC (i.e., equal treatment by students and heritage and intercultural learning ), and students' school achievement, school belongingness, and life satisfaction. We performed mediation analyses to investigate to what extent student-perceived CDC explains the association between CRT self-efficacy and student outcomes. Additionally, we explored the moderating role of students' immigrant generation in the associations., Results: Teachers' CRT self-efficacy and student-perceived equal treatment were positively related to mathematical competence and German vocabulary. Student-perceived heritage and intercultural learning was positively associated with school belongingness and life satisfaction but negatively with reading comprehension. Equal treatment and heritage and intercultural learning did not mediate the relation between CRT self-efficacy and children's adjustment. Findings did not vary across students' immigrant generation., Conclusions: Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).