Sauro Civitillo
Biographic Data
| ID | 232345 |
|---|---|
| NAME | Sauro Civitillo |
| GIVEN NAMES | Sauro |
| FAMILY NAME | Civitillo |
| SIGNATURE | CIVITILLO S |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0001-7607-0935 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Cambridge Handbook of Ethnic and Racial Discrimination and Youth Development
How is ethnic and racial discrimination impacting our young people? Scholars around the world have found that discriminatory interactions of this nature have detrimental impacts on youth and their development. In this handbook, the world's leading experts on this topic examine the current state of the science, presenting current research and tracing foundational theories, empirical findings, multilevel methods, and intervention strategies for chi…
Investigating Preservice Teachers' Competence to Notice Ethnic Microaggressions in the Classroom
Ethnic microaggressions convey insensitivity or demean a person's ethnic identity and have been documented in educational settings targeting minoritized students. Drawing on the racial noticing framework and insights from teacher psychological characteristics, the present study examined preservice teachers' competence to attend and interpret ethnic microaggressions and explored the attitudinal dispositions (i.e., implicit and explicit prejudice, …
A systematic review and meta-analysis of the associations between perceived teacher-based racial–ethnic discrimination and student well-being and academic outcomes
Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms
Culturally responsive teaching (CRT) and close teacher-student relationships can promote students' school belongingness, which might be especially important for immigrant and refugee students. Yet, there is limited quantitative evidence how CRT is related with teacher-student relationship and school belongingness. This multi-informant cross-sectional study examined how teacher-student relationship is linked with students' school belongingness, an…
A daily diary study on associations between school-based ethnic discrimination and school engagement
Being the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement…
Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students
Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany
Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT pra…
Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children
BackgroundAccording to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating th…
Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers
The framework of culturally responsive teaching (CRT) provides a promising pathway for preparing teachers for culturally diverse schools. Important elements of culturally responsive teaching are critical reflection, valuing cultural diversity, and efficacy in teaching in a diverse classroom. The present study explores whether the Identity Project (Umaña-Taylor & Douglass, 2017), an eight-week classroom-based intervention, changes pre-service teac…
Beyond ‘migrant background’: How to select relevant, social justice oriented, and feasible social categories in educational research
Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psycholog…
Investigating the sources of teacher intercultural self-efficacy: A three-level study using Talis 2018
Do infrahumanization or affective prejudice drive teacher discrimination against Romani students? A conceptual replication of Bruneau et al. (2020) in Germany
Bruneau’s work repeatedly focused on the Roma minority, worldwide, one of the most dehumanized ethnic groups. In a preregistered design, we replicated one of his previous studies (Bruneau et al., 2020) in a different national context (i.e., Germany) in testing the hypotheses that pre-service teachers make biased educational-track recommendations discriminating against Romani students and that infrahumanization drives this behaviour. In line with …
Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers
The color-evasive ideology (commonly termed “colorblindness”) proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and i…
Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate
Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirmi…
Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers
The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study
The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate
Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirmi…
Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers
The framework of culturally responsive teaching (CRT) provides a promising pathway for preparing teachers for culturally diverse schools. Important elements of culturally responsive teaching are critical reflection, valuing cultural diversity, and efficacy in teaching in a diverse classroom. The present study explores whether the Identity Project (Umaña-Taylor & Douglass, 2017), an eight-week classroom-based intervention, changes pre-service teac…
Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students
Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children
BackgroundAccording to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating th…
A daily diary study on associations between school-based ethnic discrimination and school engagement
Being the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement…
Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany
Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT pra…
Investigating the sources of teacher intercultural self-efficacy: A three-level study using Talis 2018
Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study
Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers
The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers
The color-evasive ideology (commonly termed “colorblindness”) proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and i…
Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate
Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirmi…
Do infrahumanization or affective prejudice drive teacher discrimination against Romani students? A conceptual replication of Bruneau et al. (2020) in Germany
Bruneau’s work repeatedly focused on the Roma minority, worldwide, one of the most dehumanized ethnic groups. In a preregistered design, we replicated one of his previous studies (Bruneau et al., 2020) in a different national context (i.e., Germany) in testing the hypotheses that pre-service teachers make biased educational-track recommendations discriminating against Romani students and that infrahumanization drives this behaviour. In line with …
Beyond ‘migrant background’: How to select relevant, social justice oriented, and feasible social categories in educational research
Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psycholog…
Investigating the sources of teacher intercultural self-efficacy: A three-level study using Talis 2018
A systematic review and meta-analysis of the associations between perceived teacher-based racial–ethnic discrimination and student well-being and academic outcomes
Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms
Culturally responsive teaching (CRT) and close teacher-student relationships can promote students' school belongingness, which might be especially important for immigrant and refugee students. Yet, there is limited quantitative evidence how CRT is related with teacher-student relationship and school belongingness. This multi-informant cross-sectional study examined how teacher-student relationship is linked with students' school belongingness, an…
A daily diary study on associations between school-based ethnic discrimination and school engagement
Being the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement…
Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students
Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany
Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT pra…
Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children
BackgroundAccording to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating th…
Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers
The framework of culturally responsive teaching (CRT) provides a promising pathway for preparing teachers for culturally diverse schools. Important elements of culturally responsive teaching are critical reflection, valuing cultural diversity, and efficacy in teaching in a diverse classroom. The present study explores whether the Identity Project (Umaña-Taylor & Douglass, 2017), an eight-week classroom-based intervention, changes pre-service teac…
Investigating Preservice Teachers' Competence to Notice Ethnic Microaggressions in the Classroom
Ethnic microaggressions convey insensitivity or demean a person's ethnic identity and have been documented in educational settings targeting minoritized students. Drawing on the racial noticing framework and insights from teacher psychological characteristics, the present study examined preservice teachers' competence to attend and interpret ethnic microaggressions and explored the attitudinal dispositions (i.e., implicit and explicit prejudice, …
The Cambridge Handbook of Ethnic and Racial Discrimination and Youth Development
How is ethnic and racial discrimination impacting our young people? Scholars around the world have found that discriminatory interactions of this nature have detrimental impacts on youth and their development. In this handbook, the world's leading experts on this topic examine the current state of the science, presenting current research and tracing foundational theories, empirical findings, multilevel methods, and intervention strategies for chi…
Psychology (14 works) · Pedagogy (10 works) · Social Psychology (10 works) · Sociology (10 works) · Cultural diversity (7 works) · Ethnic group (7 works) · Global Education and Multiculturalism (7 works) · Racial and Ethnic Identity Research (7 works) · Teacher Education and Leadership Studies (6 works) · Social Psychology (5 works)