Below is a list of selected publications from peer-reviewed journals.
For a full list of research interests and publications, take a look at our individual departmental pages, found here.
We also regularly write short pieces summarizing our research for teachers working within the German speaking world, with the aim of bridging the science to practice gap. Those publications can be found in the Potsdam Center for Empirical Research on Inclusive Education (ZEIF) Science to Classroom portal.
Civitillo, S., Schachner, M. K., Handrick, A., van de Vijver, F. J. R., Juang, L., & Noack, P. (in press). Towards a better understanding of cultural diversity climate – A multi-informant and mixed-methods study of norms and practices in German schools. Learning, Culture and Social Interaction.
Juang, L., Shan, Y., Kim, S.Y., & Wang, Y. (in press). Development of an Asian American parental racial-ethnic socialization scale. Cultural Diversity and Ethnic Minority Psychology.
Juang, L.P., Ittel, A., Gottwald, F., & Gallarin, M. (in press). Perceived racial/ethnic discrimination and adjustment among ethnically diverse college students: Family and friend support as protective factors. Journal of College Student Development.
Juang, L.P. & Meschke, L. (in press). Hmong American young adults’ reflections on their immigrant parents. Journal of Family Issues.
Schachner, M. K., van de Vijver, F. J. R., & Noack, P. (in press). Acculturation and school-related outcomes of early-adolescent immigrant boys and girls in Germany – Conditions in school, family, and ethnic group. Journal of Early Adolescence.
Schachner, M. K., Noack, P., van de Vijver, F. J. R. & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school – Equality and inclusion versus cultural pluralism. Child Development. 87, 1175-1191. doi:10.1111/cdev.12536
Civitillo, S., Denessen, E. & Molenaar, I. (2016). How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices. Journal of Research in Special Educational Needs, 16, 587-591.
Civitillo, S., Vervloed, M., & de Moor, J. (2016). Examining pre-service teachers’ beliefs about inclusive education in the Netherlands. Support for Learning, 31, 104-121.
Juang, L.P., Moffitt, U., Kim, S. Y., Lee, R. M., Soto, J. A., Hurley, E., … Whitborne, S. K. (2016). Cognitive reappraisal and expressive suppression: Links to racial-ethnic discrimination and adjustment among Latino/a and Asian-heritage college students. Journal of Adolescence, 53, 21-33.
Nguyen, C., Wong, J., Juang, L. & Park, I. (2015). Pathways among Asian Americans’ family ethnic socialization, ethnic identity and psychological well-being: A multigroup mediation model. Asian American Journal of Psychology, 6, 273-280.
Schachner, M. K., Brenick, A., Noack, P., van de Vijver, A. J. R., & Heizmann, B. (2015). Structural and normative conditions for interethnic friendships in multiethnic classrooms. International Journal of Intercultural Relations, 47, 1-12.
Brittian, A. S., Kim, S.Y., Armenta, B. E., Lee, R. M., Umaña-Taylor, A. J., Schwartz, S. J., Villalta, I. K., Zamboanga, B. L., Weisskirch, R. S., Juang, L. P., Castillo, L. G., & Hudson, M. L. (2015). Do dimensions of ethnic identity mediate the association between perceived ethnic group discrimination and depressive symptoms? Cultural Diversity and Ethnic Minority Psychology, 21, 41-53.
Syed, M. & Juang, L. (2014). Ethnic identity, identity coherence, and psychological functioning: Testing basic assumptions of the developmental model. Cultural Diversity and Ethnic Minority Psychology, 20, 176-190.
Juang, L.P. & Syed, M. (2014). Sharing stories of discrimination with parents. Journal of Adolescence, 37, 303-312.
Schachner, M. K., van de Vijver, A. J. R., & Noack, P. (2014). Family-related antecedents of early adolescent immigrants’ psychological and sociocultural school adjustment in Germany. Journal of Cross-Cultural Psychology, 45, 1606-1625.
Milfont, T. & Schwarzenthal, M. (2014). Explaining why larks are future-oriented and owls are present-oriented: self-control mediates the chronotype–time perspective relationships. Chronobiology International, 31(4), 581-588. doi:10.3109/07420528.2013.876428