Journal of community psychology最新文献

This cross-sectional online survey considered how school diversity climate and parental involvement are related for ethnically or racially minoritized and majoritized parents of school-aged children (N = 1074) in the United Kingdom and Germany. Cross-group comparisons showed that parents in the United Kingdom reported more multicultural and assimilative, and less discriminatory school climates than parents in Germany. Across countries, minoritized parents reported less multiculturalism, more assimilationism, and more school discrimination than majoritized parents. As expected, multicultural school climate was positively related, and discriminatory school climate was negatively related to parental school involvement. Unexpectedly, assimilationism was positively related to school involvement for minoritized parents in Germany and not related to school involvement in the UK sample. Overall, our findings indicate that parental perceptions of school conditions matter for their school involvement. Consequently, schools may benefit from evaluating, refining, and communicating their diversity approaches to increase parental involvement, promote school adaptation, and reduce educational inequities.

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 capturing their CC and completed rating-scale measures of potential predictors (i.e., discrimination, taken classes on diversity and equity, social dominance orientation, subjective SES). Qualitative analysis revealed preservice teachers attributed educational inequalities to individual, structural, and parental capital factors. Proposed actions to reduce educational inequalities included equality and inclusion, individual support, critical action, and multicultural education. Quantitative analysis indicated discrimination experiences predicted critical action intentions. Understanding preservice teachers’ CC can guide targeted interventions and teacher training programs that equip them to effectively address educational inequalities.

This study investigates the effects of stereotype threat on academic performance among first- and second-generation students of migrant descent in Austria and evaluates the effectiveness of a multiple identity intervention in mitigating such effects. In a randomized classroom quasi-experiment (N = 452, Mage = 15.15, 67.7% female), students were exposed to stereotype activation or control prompts and assigned to a single or multiple identity reflection condition before completing a standardized test. Moderation analyses examined performance differences across migrant status groups. Second-generation students of migrant descent performed worse under stereotype activation, indicating stereotype threat susceptibility. The multiple identity intervention was associated with better performance for these students, though effects did not depend on stereotype activation and should be interpreted with caution. No significant effects were found for first-generation students of migrant descent. However, given their relatively small sample size, these null findings may also reflect limited statistical power. Findings suggest that stereotype threat poses specific challenges for second-generation students of migrant descent. Multiple identity interventions may enhance performance by activating broader identity resources. These results underline the importance of subgroup-sensitive identity interventions that can be implemented flexibly within diverse educational settings.

This study, grounded in community psychology, explored the lived experiences of incarcerated women in Gauteng, South Africa, focusing on the links between substance use, victimization, and adverse childhood experiences. Semi-structured interviews were conducted individually with 29 women incarcerated in 2 correctional centers in South Africa: Kgoši Mampuru II and Johannesburg Correctional Centre. Interviews explored participants' family backgrounds, experiences with substance use, and involvement with the criminal justice system. The analysis highlighted that participants frequently described substance use as a way of coping with trauma and adversity. This study highlights the need for community-based interventions that address the social determinants of health and empower women to overcome adversity. Implications for trauma-informed care, community support, and social justice advocacy within a community psychology framework are discussed. Gender-responsive approaches in substance use programs for both practitioners and policymakers are also referenced.

Female and/or ethnically minoritized textbook characters are often underrepresented and portrayed in ways that align with negative stereotypes. Previous studies have linked such stereotypes to educational underperformance and to educational choices that diverge from individual skills and preferences. In this study we aim to gain insights into the so-called hidden curriculum; whether students observe a variety of ethnicity and gender among characters in their textbooks. In this cross-national study, one mathematics and one language textbook from Germany, Italy and the Netherlands were analyzed. Ethnically minoritized characters, and specifically female ethnically minoritized characters were proportionally underrepresented. However, such characters were not underrepresented among main characters or those with an occupation. Ethnic and gender underrepresentation was more pronounced in the Italian textbooks than the Dutch and German textbooks. These preliminary results indicate a limited variety of female and/or ethnically minoritized textbook characters, which may reflect and strengthen educational inequalities.