Journal of community psychology最新文献

Home-to-school contact can reduce educational inequity. Yet, little research has examined how schools in low- and high-SES neighborhoods engage only-German-speaking and multilingual families. Our mixed-methods study addressed this gap by: (1) analyzing diversity-related codes of conduct and communication strategies, (2) comparing teachers', parents', and students' home-to-school contact perspectives (MANOVA), and (3) linking them to school belonging. Participants included 944 students (M_age = 13.4; 64% multilingual), 28 classroom-teachers (M_age = 46.8), and 352 parents (M_age = 44.5; 40% multilingual). A content analysis of school websites revealed similar diversity-related codes of conduct, focused on tolerance and inclusion. High-SES neighborhoods displayed more customized home-to-school communication strategies. Teachers and parents reported more contact in only-German-speaking families, and teachers reported more contact with multilingual families in high-SES neighborhoods. All three contact perspectives predicted school belonging in high-SES neighborhoods, but only teacher and student-reported contact showed effects in low-SES neighborhoods. Findings call for disentangling informant, SES, and migration factors in diverse schools.

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, critical reflection, and empathy) that contribute to teachers' awareness of these discriminatory actions. Using a vignette design across two experimental studies in Germany (Study 1, N = 147, M_age = 23.7; 88% females; Study 2, N = 184, M_age = 23.2; 64.7% females), our results indicated that participants demonstrated noticing ability in detecting microaggressions targeting Turkish heritage students. We found less consistent evidence for the role of participants' attitudinal dispositions as predictors of racial noticing. In Study 1, implicit prejudice was negatively related to attending microaggressions, while, surprisingly, explicit prejudice was positively associated with interpreting microaggressions. However, these findings did not replicate in Study 2. Additionally, higher levels of critical reflection were positively linked to a greater ability in attending and interpreting ethnic microaggressions. We discuss implications for teacher education on noticing ethnic microaggressions in schools.

Ethnic and national identities can be meaningful social identities promoting students' well-being and academic engagement. Unclear is whether and how each identity contributes to ethnic-culturally minoritized versus majoritized adolescents' global identity coherence. Using longitudinal data collected in three cohorts during 2018-2022, we conducted multigroup mediation analyses, testing whether a school-based identity intervention promoted ethnic and national identities (exploration, resolution) 1 week post-intervention (T2), which in turn, promoted identity coherence (more synthesis, less confusion) 8 weeks postintervention (T3). The results showed that the intervention promoted ethnic identity exploration for both groups and ethnic identity resolution for majoritized adolescents. For both groups, ethnic identity resolution predicted less identity confusion. Only for majoritized adolescents, the intervention promoted ethnic identity resolution, which in turn promoted less identity confusion and more synthesis, perhaps due to ceiling effects of minoritized adolescents' ethnic identity resolution. Findings emphasize the role of students' ethnic identity for global identity coherence as a potential resource for their development. The role of national identity on global identity coherence is less clear.

Living Labs (LLs) have spread as a methodology for the development of innovative perspectives. It has mainly been used in the Information and Communication Technologies (ICTs) field, but less in the social sciences. The present study deepens the use of this methodology in the psychosocial field within the EU-project YouCount, with the aim of developing innovative processes enhancing youth social inclusion. Participants of the LL were 30 Italian citizens aged between 22 and 73 (M = 31.63; SD = 11.67). 14 were referents of local associations and social groups, representing seven different realities dealing with migratory processes and social inclusion issues; the remaining participants were young local and migrant youths civically and socially active. During the LL, several participatory methodologies (e.g., World Café, Co-design sessions, video-interviews, video-making) were used to facilitate the unfolding of social innovation and collaborative processes among participants. Through this path, new ways of living together in the community emerged, based on the reciprocal acknowledgment and collaboration among participants for the bottom-up development of common planning aimed at supporting local services.