Genetic, clinical, and biochemical studies have shown that integrity of the dermal-epidermal junction requires a particular subset of laminins, that is, those containing the α3 chain encoded by the Lama3 gene. Inherited mutations in the human gene or introduction of constitutive mutations in the mouse gene prevent expression of these laminins, causing junctional epidermolysis bullosa, a very severe, often lethal disorder characterized by detachment of the epidermis from the dermis. This has precluded in vivo functional analysis of α3 chain-containing laminins, and it is still unknown whether and how they contribute to adult skin homeostasis. To address this question, we have disrupted the Lama3 gene in basal keratinocytes of adult mice. This led to the gradual disappearance of α3 chain-containing laminins along the dermal-epidermal junction and formation of subepidermal blisters like in congenital junctional epidermis bullosa. The mice lose their nails and have bullae and erosions on the footpads. Because the blistering is restricted to the interfollicular epidermis, the animals do not lose the epidermis and are viable. There is abundant and scattered deposition of collagen VII on the dermal side of the blisters, inflammation, and development of skin fibrosis with extensive accumulation of interstitial and microfibrillar collagens.
Zusammenfassung. Erwachsene und Jugendliche ohne Migrationshintergrund (MIG) schreiben Personen mit türkischem MIG, der größten Migrationsgruppe in Deutschland, geringere Kompetenzen und Leistungen zu. Inwiefern bereits bei Kindern solche (negativen) impliziten Einstellungen gegenüber Menschen mit türkischem MIG vorliegen, ist bislang ungeklärt und wurde daher in dieser Studie überprüft. Auch wurde analysiert, ob sich Grundschulkinder mit türkischem und ohne MIG in ihren Einstellungen unterscheiden. Zudem wurde geprüft, ob die soziale Integration, die wahrgenommene Diskriminierung sowie die Identifikation mit der Aufnahme- und Herkunftskultur mit impliziten Einstellungen in Zusammenhang standen. Datengrundlage bildeten Angaben von 240 Viertklässlerinnen und -klässlern (44.6% weiblich, 18.3% mit türkischem MIG). Zur Messung impliziter Einstellungen bearbeiteten die Kinder einen Impliziten Assoziationstest. Des Weiteren beantworteten sie Fragen zu den interessierenden Variablen. Bei den Grundschulkindern lagen negative implizite Einstellungen vor ( d = 0.21). Konkret verfügten Kinder ohne MIG im Gegensatz zu Kindern mit türkischem MIG im Mittel über negative implizite Einstellungen ( d = 0.39). Für die Gesamtstichprobe zeigte sich, dass eine stärkere Identifikation mit Deutschland (ß = .14), der Aufnahmekultur, in Zusammenhang mit negativen impliziten Einstellungen stand ( R2 = .03). Die Ergebnisse werden sowohl inhaltlich als auch hinsichtlich methodischer Gesichtspunkte diskutiert. Implikationen für Forschung und Praxis werden vorgestellt.
People with an immigrant background can be affected by stereotypes and discrimination. As adolescence is an important developmental stage, this study investigated whether adolescents hold (negative) implicit attitudes towards people with Turkish immigrant background and whether adolescents differ in the extent of attitudes. Additionally, the relevance of perceived discrimination, identification with culture of residence, motivation to act without predjudice, and quality and quantity of contact to people with Turkish immigrant background for the extent of implicit attitudes was analysed. Analyses are based on 244 adolescents (60.7% female, 1.6% diverse; 13.1% with Turkish immigrant background, 16.8% with immigrant background other than Turkish) who participated in an online study. An implicit association test revealed that negative implicit attitudes towards people with a Turkish immigrant background were present among adolescents. Unlike adolescents with a Turkish immigrant background, adolescents without immigrant background and with immigrant background other than Turkish hold negative implicit attitudes on average. For the total sample, it was found that low perceived discrimination was related to negative implicit attitudes. The results are discussed with respect to substantive and methodological aspects. Implications for research and practice are derived.
Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (MAge = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.
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