Schools as acculturative and developmental contexts for youth of immigrant and refugee backgroundSchachner, Maja; Juang, Linda P.; Moffitt, U.; van de Vijver, Fons Published in: European PsychologistPublication date: 2018 Link to publication Citation for published version (APA):Schachner, M., Juang, L. P., Moffitt, U., & van de Vijver, F. (2018). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. European Psychologist, 23, 44-56. General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.-Users may download and print one copy of any publication from the public portal for the purpose of private study or research -You may not further distribute the material or use it for any profit-making activity or commercial gain -You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and investigate your claim. Abstract: Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugeebackground youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, studentteacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.

Our findings highlight the importance of examining multiple emotion regulation strategies simultaneously-considering what strategies are available to individuals and in what combination they are used-to understand how best to deal with negative emotions resulting from experiencing discrimination.

The data cannot be shared publicly as we do not have permission from the Berlin Senate Committee for Education, Youth, and Science.

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Research on racial identity among Youth of Color has expanded considerably in recent years, but a parallel examination of racial identity among white youth has not occurred, reiterating whiteness as normative. We applied Janet Helms’s White Racial Identity Development (WRID) model among white U.S. youth (8–14 years old) to address this research gap. WRID centers racism and white supremacy, offering a framework to analyze white racial identity in the context of systemic inequity. Using longitudinal, qualitative analysis, we found age‐related change over time, with some evidence of increasing resistance to racism. There was high participant variability, however, indicating that socio‐cognitive abilities alone cannot predict anti‐racist white identity development. We discuss implications for racial identity research and social justice‐orientated developmental science.