How immigrant adolescents' self‐views in school and family context relate to academic success in <scp>G</scp>ermany

Hannover, Bettina; Morf, Carolyn C.; Neuhaus, Janine; Rau, Melanie; Wolfgramm, Christine; Zander, Lysann

doi:10.1111/j.1559-1816.2012.00991.x

Cited by 37 publications

(37 citation statements)

References 45 publications

(91 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In contrast, in recent studies from Germany, only cultural minority youths' mainstream identity was associated with school achievement (Schotte, Stanat, and Edele 2017;Hannover et al 2013; Schachner, van de Vijver, and Noack 2018), whereas both heritage and mainstream identity were associated with psychological adjustment, including higher life satisfaction and reduced problem behaviour (Schotte, Stanat, and Edele 2017;Schachner, van de Vijver, and Noack 2018). Some authors have argued that the German school context might hold particularly high assimilative pressures, where students are expected to adapt to the mainstream culture while neglecting their heritage culture (Hannover et al 2013;Bender-Szymanski 2012). Therefore, in an assimilative school context, emphasising mainstream identity might be more important for school success than heritage identity (Makarova and Birman 2016;Schotte, Stanat, and Edele 2017).…”

Section: The Role Of Cultural Identity For Life Satisfaction and Schomentioning

confidence: 82%

“…A large body of acculturation research supports that a high identification with both cultures is related to favourable psychological and school adjustment of cultural minority youth (Nguyen and Benet-Martínez 2013;Makarova and Birman 2016). In contrast, in recent studies from Germany, only cultural minority youths' mainstream identity was associated with school achievement (Schotte, Stanat, and Edele 2017;Hannover et al 2013; Schachner, van de Vijver, and Noack 2018), whereas both heritage and mainstream identity were associated with psychological adjustment, including higher life satisfaction and reduced problem behaviour (Schotte, Stanat, and Edele 2017;Schachner, van de Vijver, and Noack 2018). Some authors have argued that the German school context might hold particularly high assimilative pressures, where students are expected to adapt to the mainstream culture while neglecting their heritage culture (Hannover et al 2013;Bender-Szymanski 2012).…”

Section: The Role Of Cultural Identity For Life Satisfaction and Schomentioning

confidence: 99%

See 1 more Smart Citation

Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values

Vietze

Juang

Schachner

2019

Intercultural Education

View full text Add to dashboard Cite

This study investigated how peers can contribute to cultural minority students' cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.

show abstract

Section: The Role Of Cultural Identity For Life Satisfaction and Schomentioning

confidence: 82%

Section: The Role Of Cultural Identity For Life Satisfaction and Schomentioning

confidence: 99%

Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values

Vietze

Juang

Schachner

2019

Intercultural Education

View full text Add to dashboard Cite

show abstract

“…Second, the interaction effect shown in our study also emphasizes the importance of cultural values (e.g., vertical collectivism) that are shaped by members of their ethnic group for negatively stereotyped migrant students in the achievement context. Thus, our results add to the discussion of whether adopting the values of one's own culture or one's host culture or a combination of the values of both cultures is most beneficial for migrant students' achievement (e.g., Hannover et al, 2013;Van Laar, Derks, & Ellemers, 2013). However, more research is necessary to explore how vertical collectivism differs from other cultural value orientations (e.g., focusing on values of the host VERTICAL COLLECTIVISM AND STEREOTYPE THREAT 20 culture or both cultures) in stereotype threat situations.…”

Section: Effects On Performancementioning

confidence: 96%

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Mok

Martiny

Gleibs

et al. 2017

Learning and Individual Differences

View full text Add to dashboard Cite

outcomes. For this reason, we investigate the interaction between vertical collectivism and the activation of negative stereotypes on the academic performance of migrant students. More precisely, we argue that the more Turkish-origin students endorse vertical collectivism (i.e., the willingness to sacrifice individual interests for their group's interests), the more they try to meet their group's high achievement expectations after negative stereotype activation. This increases performance pressure and thus impairs their performance. We further argue that vertical collectivism increases migrants students' motivation to temporarily join a high performing outgroup in order to achieve high performance outcomes in the future. An experiment conducted in classrooms (N = 94) with Turkish-origin students confirmed our hypotheses. Implications for dealing with stereotype threat in educational contexts are discussed.

show abstract

“…He observed that school success for minorities largely depends on the extent to which students corroborates to the value system of the school, which is in line with the dominant/national culture and identity. Different empirical studies show that a higher identification with the nation is associated with higher levels of academic achievement (Baysu et al, 2011;Hannover et al, 2013;Phinney et al, 1997;Trickett and Birman, 2005). However, for minorities, there might be a downside to higher national identification as well.…”

Section: Common Identities and Academic Achievementmentioning

confidence: 99%

European identity as a unifying category: National vs. European identification among native and immigrant pupils

Ağırdağ

Phalet

Houtte

2015

European Union Politics

View full text Add to dashboard Cite

European identity as a unifying category: National vs. European identification among native and immigrant pupils Agirdag, O.; Phalet, K.; Van Houtte, M. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis article investigates whether European identity is a feasible and functional alternative to national identity. We examine the extent, determinants and consequences of national and European identification among (immigrant) Turkish and native Belgian pupils, with data gathered from 1629 pupils across 68 Belgian schools. The results show that immigrant Turkish pupils identify more strongly with Europe than with Belgium. The groups are closer to each other with respect to their European identification, while the latter is not in conflict with national identification. Moreover, European identity is less ethnically and more civically defined than national identity. Importantly, European identification was moderately related to academic achievement, though it is hard to make a causal claim.

show abstract

How immigrant adolescents' self‐views in school and family context relate to academic success in Germany

Cited by 37 publications

References 45 publications

Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values

Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

European identity as a unifying category: National vs. European identification among native and immigrant pupils

Contact Info

Product

Resources

About