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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]

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 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]

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]

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]

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]

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]