Intergroup contact is one of the most promising and effective strategies for reducing prejudice. Importantly, intergroup contact not only improves attitudes towards an encountered outgroup member but also to the outgroup as a whole (i.e., primary transfer effects), to other outgroups (i.e., secondary transfer effects), and even enhances cognitive functioning beyond intergroup relations (i.e., tertiary transfer effect). In this article, we first review the recent developments on primary, secondary, and tertiary contact generalization. We then summarize mechanisms that underlie and condition each of these generalizations. Third, we highlight key critiques against the contact literature identifying avenues for future research on generalization processes. Lastly, we underline the policy value of research on generalization effects.

Dual identity (e.g., strong ethnic and national identity) is a psychological resource for minority groups, but how it develops during adolescence is less clear. In this 3-wave longitudinal study, a person-oriented approach was used to examine dual identity development in a sample of 2145 Muslim adolescents (MT1 = 15 years, 51% female) in four Western European countries. The results of a growth-mixture model pointed toward four distinct developmental Classes: (1) “Dual identity”, (2) “Separation to dual identity”, (3) “Assimilation to dual identity”, and (4) “Separation”. Multiple group comparisons further showed that adolescents in Class 1 were well adjusted, but well-being (e.g., internalizing problems, life satisfaction) and health were even higher among adolescents in Class 2. Adolescents in Class 3 had consistently lower levels of well-being, and adolescents in Class 4 had lower levels of socio-cultural adjustment (e.g., problem behaviour at school, delinquent behaviour, and lack of intergroup contact). The findings underscore that most Muslim minority adolescents in Western Europe develop a dual identity, and that the developmental process, not simply the outcome, matters for adjustment.

We examined developmental trajectories of ethnic and national identity during early adolescence and linked subgroups of identity change to ethnic minority children's school adjustment. Our longitudinal data on Turkish immigrant-origin children in Germany (n = 146; MT1 = 10.42 years, 46.6% male) covered three waves of annual measurement. A personoriented approach using growth mixture modelling revealed two different classes (subgroups) of identity change: Class 1 comprised children with a high and stable Turkish identity, and Class 2 comprised children with a medium and increasing Turkish identity. German identity was medium and stable in both classes. Results further showed generally high levels of school adjustment in both classes but lower levels of school motivation and teacher support among children in Class 2. Our findings point toward heterogeneity in ethnic minority children's identity development during early adolescence and support the 'ethnic identity as a resource' hypothesis.

Research on acculturation gaps has traditionally focused on parent–child dyads and the negative implications for youths’ psycho-social adaptation. The current study explored the impact of acculturation gaps in Turkish immigrant couples (N = 121) on each spouse’s acculturation stress. Wives and husbands reported their acculturation across two domains (language and identity) and dimensions (German and Turkish), and two facets of stress (homesickness and upholding traditions). Actor–partner interdependence models were used to estimate effects (Cook & Kenny, 2005). While homesickness was a burden for both partners, upholding traditions was not an immense stressor but was higher among husbands. Host culture adaptation was associated with lower levels of homesickness among wives and higher levels of stress with traditions among husbands. Heritage culture maintenance was associated with lower levels of stress with traditions among husbands. Overall, there were very few partner effects although better Turkish language abilities of wives were related to less homesickness among husbands. Acculturation gaps were either unrelated to spouses’ acculturation stress or associated with lower levels of stress. Results are discussed with respect to an interpersonal perspective on immigrants’ acculturation strategies. We promote the idea that biculturalism can be achieved within the couple.

The development of negative cognitive biases, together with symptoms of anxiety and depression, has yet to be investigated longitudinally. Using a three-wave design, the present study examined developmental trajectories of anxiety and depressive symptoms and the co-occurrence of cognitive biases, in a large normative sample of adolescents (N = 504). Data was drawn from the CogBIAS Longitudinal Study (CogBIAS-L-S), which assessed a wide range of psychological variables, including cognitive biases and self-reported anxiety and depressive symptoms, when adolescents were approximately 13, 14.5, and 16 years of age. The results showed that overall levels of anxiety were low and stable, while levels of depression were low but increased slightly at each wave. Growth mixture modeling identified four distinct developmental classes with regard to anxiety and depressive symptoms. Multiple group analysis further showed that class membership was related to the development of cognitive biases. The majority of the sample (75%) was characterised by ‘Low symptoms’ of anxiety and depression and showed low interpretation and memory biases for negative stimuli at each wave. A second class (11%) displayed ‘Decreasing anxiety symptoms’ and showed decreasing interpretation bias, but increasing memory bias. A third class (8%) displayed ‘Comorbid increasing symptoms’ and showed increasing interpretation and memory biases. While the fourth class (6%) displayed ‘Comorbid decreasing symptoms’ and showed decreasing interpretation and memory biases. This longitudinal study sheds light on healthy and psychopathological emotional development in adolescence and highlights cognitive mechanisms that may be useful targets for prevention and early interventions.