Miriam Schwarzenthal
Biographic Data
| ID | 389278 |
|---|---|
| NAME | Miriam Schwarzenthal |
| GIVEN NAMES | Miriam |
| FAMILY NAME | Schwarzenthal |
| SIGNATURE | SCHWARZENTHAL M |
| AFFILIATIONS | University of Wuppertal |
| ORCID | 0000-0002-6278-6227 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 109 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Identity in the school context: A systematic review and theoretical integration of research on school diversity climate and ethnic-racial identity
Ethnic-racial identity formation is a key developmental task for children and adolescents, particularly for minoritized groups. Whereas much research on ethnic-racial identity has focused on the family’s role, syntheses examining the school context are lacking. This systematic review focuses on school diversity climate (how schools approach ethnic, racial, and cultural diversity) and students’ ethnic-racial identity development. We present the id…
How Do Preservice Teachers Make Sense of Educational Inequalities? Exploring Critical Consciousness Through Mixed Methods
This study adopted a mixed‐methods approach to explore the critical consciousness (CC) of German preservice teachers regarding educational inequalities related to socioeconomic status (SES) and family migration history. We examined how CC manifests in preservice teachers, how the CC subcomponents relate to each other, and what factors predict CC. Preservice teachers ( N = 93, M age = 24.29 years, SD age = 5.77) responded to open‐ended questions c…
White ethnic majority German young adults’ accounts of parental socialization around race, ethnicity, culture, and national identity
Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality
Discriminatory teacher beliefs and behaviors, as reflected in a discriminatory climate, are negatively related to student adjustment, but little is known about the classroom processes contributing to this relationship. This study investigated the role of teaching quality as a mechanism behind the associations between a discriminatory climate at school and students’ school adjustment. The study used PISA data collected in Germany in 2018 ( N = 294…
German Youth and Systemic Racism: How Conceptions of National Identity Relate to Critical Consciousness
This study focused on national identity conceptions and critical consciousness (CC) of systemic racism among adolescents with varying racialisation experiences, namely in terms of being perceived as ‘foreigner’, regardless of citizenship or self‐identification (foreigner objectification). Specifically, we examined how heritage‐based versus pluralistic national identity content relates to adolescents' critical interpersonal and structural anti‐rac…
Understanding perceived Covid-19 changes, collectivism, and social exclusion: A cross-cultural study in 32 countries
Changes in cultural orientation classes among adolescents of immigrant descent in South Korea: A nine-year longitudinal study
Powerless, But Not Helpless: Exploring critical consciousness among adolescents in Germany
Critical consciousness (CC) is a robust framework to understand how adolescents navigate inequitable societies and engage in issues meaningful to them. This qualitative study explores how CC unfolds among adolescents in Germany, a relatively understudied context. Participants were 16 adolescents ( M age = 16.06 years, SD = 1.23, range = 14-18) from large and medium sized cities. Data were collected through in-depth interviews and diaries and anal…
Heritage culture and national identity trajectories: Relations to classroom cultural diversity climate and socioemotional adjustment for adolescents of immigrant descent
Adolescents’ heritage culture and national identities are potential developmental assets for socioemotional adjustment. The school context can support the development of such identities. Therefore, the aims of our study are to (1) identify patterns of heritage and national identity trajectories across mid-adolescence, (2) test whether they are predicted by classroom cultural diversity climate, and (3) test whether they are linked to socioemotiona…
Critical, active, and well adapted: Antecedents and consequences of adolescents' critical consciousness profiles
This preregistered study aimed to identify antecedents and consequences of adolescents' critical consciousness (CC) profiles with person-centered approaches based on data from 663 ethnically diverse German adolescents collected from 2017 to 2019 (Mage = 12.91, 50% male, 50% female). Latent profile analyses of adolescents' critical reflection and interpersonal and structural critical action intentions yielded three profiles: “uncritical,” “armchai…
Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes
This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with chi…
The Social Contexts of Cultural Identity Among Adolescents of Immigrant Descent: Separate and Interacting Relations of Family and School Ethnic-Racial Socialization
This study explored the separate and interacting relations of family (cultural pluralism, promotion of mistrust) and school (equal treatment, intercultural learning) ethnic-racial socialization with cultural (heritage culture and German) identity among adolescents of immigrant descent. Analyses were based on survey data from 311 early to mid-adolescents in Germany ( M age = 13.85, SD = 1.82). Higher family cultural pluralism and intercultural lea…
Lern- und Verhaltensschwierigkeiten in der Schule: Erscheinungsformen - Entwicklungsmodelle - Implikationen für die Praxis
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
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…
Effects of a brief self-affirmation writing intervention among 7th graders in Germany: Testing for variations by heritage group, discrimination experiences and classroom diversity climate
We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents’ school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M age = 12.35 years, SD age = .69) from 7 th grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8 th grade (one-year follow-up at T…
Investigating the sources of teacher intercultural self-efficacy: A three-level study using Talis 2018
Adolescents’ global competence: A latent profile analysis and exploration of student-, parent-, and school-related predictors of profile membership
Enhancing or reducing interethnic hierarchies? Teacher diversity approaches and ethnic majority and minority students' ethnic attitudes and discrimination experiences
Critical Consciousness Socialization at School: Classroom Climate, Perceived Societal Islamophobia, and Critical Action Among Adolescents
Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237…
Researching intercultural competence and critical consciousness among adolescents growing up in societies of immigration
Cultural diversity approaches in schools and adolescents’ willingness to support refugee youth
BACKGROUND: Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with …
Acculturation hassles and adjustment of adolescents of immigrant descent: Testing mediation with a self‐determination theory approach
Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress…
No, Where are You Really From: Testing the Foreigner Objectification Scale With German Adolescents
Being perceived as a foreigner regardless of one’s generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9 th graders from 17…
The Role of the Family for Racism and Xenophobia in Childhood and Adolescence
Racism and xenophobia are not just the problems of the adult world. As systems of beliefs, practices, and policies, racism and xenophobia influence children’s perceptions and experiences at early ages. Because families can be significant sources of information regarding race and ethnicity, we focus on the family to understand the broader context of racism and xenophobia in childhood and adolescence. In this paper, we first provide an overview of …
Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia ( N = 631, M age = 13.69 years, 49% of immigrant background) and Berlin ( N = 1,335…
Equal but different: Effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms
Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity.1 (PsycINFO Database Record
From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence
We investigated intercultural competence among immigrant and non‐immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years ( M age = 13.69 years, SD age = 1.83). Intercultural competence was measured using a self‐report questionnaire and situational judgment tes…
Enhancing or reducing interethnic hierarchies? Teacher diversity approaches and ethnic majority and minority students' ethnic attitudes and discrimination experiences
Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia ( N = 631, M age = 13.69 years, 49% of immigrant background) and Berlin ( N = 1,335…
No, Where are You Really From: Testing the Foreigner Objectification Scale With German Adolescents
Being perceived as a foreigner regardless of one’s generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9 th graders from 17…
Discrimination Among Youth of Immigrant Descent in Germany: Do School and Cultural Belonging Weaken Links to Negative Socioemotional and Academic Adjustment?
Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment of adolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academic adjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritage group, and national group are associated with lower socioemo…
The Role of the Family for Racism and Xenophobia in Childhood and Adolescence
Racism and xenophobia are not just the problems of the adult world. As systems of beliefs, practices, and policies, racism and xenophobia influence children’s perceptions and experiences at early ages. Because families can be significant sources of information regarding race and ethnicity, we focus on the family to understand the broader context of racism and xenophobia in childhood and adolescence. In this paper, we first provide an overview of …
A multimodal measure of cultural intelligence for adolescents growing up in culturally diverse societies
Critical Consciousness Socialization at School: Classroom Climate, Perceived Societal Islamophobia, and Critical Action Among Adolescents
Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237…
Adolescents’ global competence: A latent profile analysis and exploration of student-, parent-, and school-related predictors of profile membership
When birds of a different feather flock together” – intercultural socialization in adolescents’ friendships
Researching intercultural competence and critical consciousness among adolescents growing up in societies of immigration
How Do Preservice Teachers Make Sense of Educational Inequalities? Exploring Critical Consciousness Through Mixed Methods
This study adopted a mixed‐methods approach to explore the critical consciousness (CC) of German preservice teachers regarding educational inequalities related to socioeconomic status (SES) and family migration history. We examined how CC manifests in preservice teachers, how the CC subcomponents relate to each other, and what factors predict CC. Preservice teachers ( N = 93, M age = 24.29 years, SD age = 5.77) responded to open‐ended questions c…
Changes in cultural orientation classes among adolescents of immigrant descent in South Korea: A nine-year longitudinal study
Effects of a brief self-affirmation writing intervention among 7th graders in Germany: Testing for variations by heritage group, discrimination experiences and classroom diversity climate
We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents’ school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M age = 12.35 years, SD age = .69) from 7 th grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8 th grade (one-year follow-up at T…
Investigating the sources of teacher intercultural self-efficacy: A three-level study using Talis 2018
Cultural diversity approaches in schools and adolescents’ willingness to support refugee youth
BACKGROUND: Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with …
Equal but different: Effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms
Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity.1 (PsycINFO Database Record
From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence
We investigated intercultural competence among immigrant and non‐immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years ( M age = 13.69 years, SD age = 1.83). Intercultural competence was measured using a self‐report questionnaire and situational judgment tes…
How all students can belong and achieve: Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany.
As schools are becoming more culturally diverse, it is crucial to understand how they can approach this diversity in ways that allow all students to feel included and do well. We focus on the manifestation of two related but distinct approaches to cultural diversity, namely equality and inclusion (i.e., promoting positive intergroup contact) and cultural pluralism (i.e., embracing students’ diverse cultural backgrounds as a resource), in the perc…
When birds of a different feather flock together” – intercultural socialization in adolescents’ friendships
A multimodal measure of cultural intelligence for adolescents growing up in culturally diverse societies
Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia ( N = 631, M age = 13.69 years, 49% of immigrant background) and Berlin ( N = 1,335…
Discrimination Among Youth of Immigrant Descent in Germany: Do School and Cultural Belonging Weaken Links to Negative Socioemotional and Academic Adjustment?
Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment of adolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academic adjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritage group, and national group are associated with lower socioemo…
Acculturation hassles and adjustment of adolescents of immigrant descent: Testing mediation with a self‐determination theory approach
Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress…
No, Where are You Really From: Testing the Foreigner Objectification Scale With German Adolescents
Being perceived as a foreigner regardless of one’s generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9 th graders from 17…
The Role of the Family for Racism and Xenophobia in Childhood and Adolescence
Racism and xenophobia are not just the problems of the adult world. As systems of beliefs, practices, and policies, racism and xenophobia influence children’s perceptions and experiences at early ages. Because families can be significant sources of information regarding race and ethnicity, we focus on the family to understand the broader context of racism and xenophobia in childhood and adolescence. In this paper, we first provide an overview of …
Critical Consciousness Socialization at School: Classroom Climate, Perceived Societal Islamophobia, and Critical Action Among Adolescents
Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237…
Researching intercultural competence and critical consciousness among adolescents growing up in societies of immigration
Cultural diversity approaches in schools and adolescents’ willingness to support refugee youth
BACKGROUND: Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with …
Lern- und Verhaltensschwierigkeiten in der Schule: Erscheinungsformen - Entwicklungsmodelle - Implikationen für die Praxis
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
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…
Effects of a brief self-affirmation writing intervention among 7th graders in Germany: Testing for variations by heritage group, discrimination experiences and classroom diversity climate
We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents’ school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M age = 12.35 years, SD age = .69) from 7 th grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8 th grade (one-year follow-up at T…
Investigating the sources of teacher intercultural self-efficacy: A three-level study using Talis 2018
Adolescents’ global competence: A latent profile analysis and exploration of student-, parent-, and school-related predictors of profile membership
Enhancing or reducing interethnic hierarchies? Teacher diversity approaches and ethnic majority and minority students' ethnic attitudes and discrimination experiences
Heritage culture and national identity trajectories: Relations to classroom cultural diversity climate and socioemotional adjustment for adolescents of immigrant descent
Adolescents’ heritage culture and national identities are potential developmental assets for socioemotional adjustment. The school context can support the development of such identities. Therefore, the aims of our study are to (1) identify patterns of heritage and national identity trajectories across mid-adolescence, (2) test whether they are predicted by classroom cultural diversity climate, and (3) test whether they are linked to socioemotiona…
Critical, active, and well adapted: Antecedents and consequences of adolescents' critical consciousness profiles
This preregistered study aimed to identify antecedents and consequences of adolescents' critical consciousness (CC) profiles with person-centered approaches based on data from 663 ethnically diverse German adolescents collected from 2017 to 2019 (Mage = 12.91, 50% male, 50% female). Latent profile analyses of adolescents' critical reflection and interpersonal and structural critical action intentions yielded three profiles: “uncritical,” “armchai…
Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes
This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with chi…
The Social Contexts of Cultural Identity Among Adolescents of Immigrant Descent: Separate and Interacting Relations of Family and School Ethnic-Racial Socialization
This study explored the separate and interacting relations of family (cultural pluralism, promotion of mistrust) and school (equal treatment, intercultural learning) ethnic-racial socialization with cultural (heritage culture and German) identity among adolescents of immigrant descent. Analyses were based on survey data from 311 early to mid-adolescents in Germany ( M age = 13.85, SD = 1.82). Higher family cultural pluralism and intercultural lea…
White ethnic majority German young adults’ accounts of parental socialization around race, ethnicity, culture, and national identity
Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality
Discriminatory teacher beliefs and behaviors, as reflected in a discriminatory climate, are negatively related to student adjustment, but little is known about the classroom processes contributing to this relationship. This study investigated the role of teaching quality as a mechanism behind the associations between a discriminatory climate at school and students’ school adjustment. The study used PISA data collected in Germany in 2018 ( N = 294…
Psychology (27 works) · Social Psychology (21 works) · Sociology (19 works) · Developmental psychology (17 works) · Social Psychology (17 works) · Pedagogy (14 works) · Political science (14 works) · Early Childhood Education and Development (12 works) · Immigration (12 works) · Social and Intergroup Psychology (12 works)