Ursula Moffitt

TL;DR: This paper highlighted individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: interindividual interactions in the classroom, characteristics of the classroom or school (such as ethnic composition and diversity climate), and relevant school-and nation-level policies.

TL;DR: The results showed that with increasing levels of denigration (but not foreigner objectification), the combination of lower cognitive reappraisal and higher expressive suppression was related to greater depressive symptoms, anxiety, and aggression.

TL;DR: In this paper, Turkish heritage students are underrepresented at university-track secondary schools in Germany, yet the institutional discrimination contributing to this ongoing disparity often remains unquestionable, despite the fact that they are Turkish-German citizens.

TL;DR: Focusing primarily on contextualized ethno-cultural identity development, this work discusses relevant examples from the continental European context, highlighting research gaps, points for improvement, and best practices.

TL;DR: In this article, the authors developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism, which has not been studied in the school context before.