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I investigate how supportive social contexts (peers, parents, teachers, educational institutions) can foster feelings of belonging (cultural & academic), academic adjustment, and well-being of a diverse student population in secondary and higher education. I combine qualitative and quantitative approaches on data from the Netherlands, Austria, and Germany. My research has been funded by the Foundation of German Business (sdw) and the Netherlands Initiative for Education Research (NRO).
Zusammenfassung: Dem Inklusionsgedanken folgend hat jedes Kind, unabhängig von seiner Geschichte und seinen Ausgangsbedingungen, das Recht auf eine hochwertige Bildung. Gleichzeitig weisen Schulklassen eine immer höhere kulturelle Vielfalt auf. Trotzdem gibt es in Deutschland bisher wenig Forschung zum Umgang mit kultureller und migrati-onsbasierte...
Growing up in multicultural environments, Turkish-heritage individuals in Europe face specific challenges in combining their multiple cultural identities to form a coherent sense of self. Drawing from social identity complexity, this study explores four modes of combining cultural identities and their variation in relational contexts. Problem-cente...
This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished b...
We examined how perceived acculturation expectations from parents and school, and ethnic discrimination predicted early adolescents' heritage and mainstream acculturation orientations at home (private domain) and in school (public domain) one year later. We surveyed 263 early adolescents of immigrant background in Germany (M age = 10.44 years, 60%...
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, so...
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, so...
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 demonst...
Join a group of six women in social sciences in their aim to increase visibility of inspiring social scientists and of cutting-edge research focusing on ethnic, cultural, and migration-related diversity. Each episode, two hosts invite one outstanding scientist to discuss their past (personal path into academia), the present (a research article that has recently inspired them in their work), and the future (recent developments and paradigm shifts in the world of academia and social sciences). More info: https://www.researchingdiversity.com/
The #ibelong project aims at developing activities in higher education institutions to strengthen the sense of belonging from underrepresented students. The activities are focussing on inclusive learning environments. More: https://www.ibelong.eu
In this research project we investigate the longitudinal interplay between the inclusiveness of course programme curricula (i.e., intended learning goals and course content related to diversity and inclusion) and diverse students' academic belonging and performance. We further investigate if students' background characteristics (i.e., family migration background, generation in higher education) affect the student-curriculum interplay.