The association between experiences of unfair treatment in school and adolescent adjustment over 5 years.

This study investigates how high-school experiences of unfair treatment connect to adolescents' higher education enrollment and life satisfaction 5 years later. We utilized four waves of data at ages 14 years (T1), 16 (T2), 18 (T3) and 19 (T4) in the UK (N = 13,065; 51% Male, 49% Female, 70% White, 11% Black, 19% South-Asian). Perceived teacher unfairness at T1 predicted lower university aspirations (T2) and subsequently lower enrollment in higher education (at T3 and T4) and life satisfaction (T4).

Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate.

This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012-2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, M  = 15.

How positive and negative intergroup contact jointly inform minority support for social change: The role of system-fairness beliefs.

Research suggests that positive contact with majorities may 'sedate' (undermine) minority support for social change, while negative contact may promote it. However, most studies to date have examined both forms of contact separately, which may not give an accurate picture of their effects. This study examines the joint effects and interplay of positive and negative contact on minority support for social change, and the role of system-fairness beliefs across seven ethnic minority samples in six countries (N = 790).

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 (M  = 12.91, 50% male, 50% female). Latent profile analyses of adolescents' critical reflection and interpersonal and structural critical action intentions yielded three profiles: "uncritical," "armchair activists," and "actionists.

Friendship habits questionnaire: A measure of group- versus dyadic-oriented socializing styles.

Friendships are central to our social lives, yet little is known about individual differences associated with the number of friends people enjoy spending time with. Here we present the Friendship Habits Questionnaire (FHQ), a new scale of group versus dyadic-oriented friendship styles. Three studies investigated the psychometric properties of group-oriented friendships and the relevant individual differences.

How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During COVID-19 School Closures.

Many schools worldwide closed to contain the spread of the COVID-19 virus. However, the consequences of school closures for the school adjustment of adolescents from different ethnic and SES backgrounds remain unclear. This study examined how school adjustment changed before, during, and after school closure across adolescents from different ethnic and SES backgrounds; and which factors in home and school contexts served as resources.

The Association Between Perceived Discriminatory Climate in School and Student Performance in Math and Reading: A Cross-National Analysis Using PISA 2018.

The negative consequences of perceived ethnic discrimination on adolescent adjustment are well documented. Less is known, however, about the consequences of discriminatory climates in school, beyond the individual experiences of discrimination. This study investigated whether a perceived discriminatory climate in school is associated with lower academic performance across adolescents from ethnic minority and majority groups, and which psychological mechanisms may account for this link.

How does ingroup identification predict forgiveness in post-conflict societies? The role of conflict narratives.

People's religious identity is often the central identity in many ethnopolitical conflicts. These identities in conflict contexts may be associated with how people see conflict and their willingness to forgive the outgroup members for their wrongdoings in the past. Study 1 (N = 287) tested how religious group identification in the Northern Irish context predicted forgiveness through the endorsement of dominant conflict narratives (i.

Multiple pathways of integration: Acculturative change and associations with school adjustment in immigrant-origin adolescents.

Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012-2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, M  = 14.45, 55.

Dealing With Increasing Negativity Toward Refugees: A Latent Growth Curve Study of Positive and Negative Intergroup Contact and Approach-Avoidance Tendencies.

Despite increasing contact opportunities, prejudice toward refugees persists, especially in mass immigration contexts. We investigated changes in and associations between Turkish early adolescents' ( = 687, = 11.11 years) positive and negative contact with Syrian refugees and their outgroup approach-avoidance tendencies over 15 months (three waves).

Minority and Majority Adolescents' Attitudes toward Mutual Acculturation and its Association with Psychological Adjustment.

Although acculturation is considered a mutual process, no measure assesses attitudes toward mutual acculturation. Through a novel four-dimensional measurement, this study addresses this research gap by assessing attitudes toward minority and majority acculturation and its relation to psychological adjustment for immigrant-background minority and non-immigrant majority adolescents in public secondary schools in three European countries: in Germany (n = 346, 46% female, M = 12.78 years, range 11-16), Greece (n = 439, 56% female, M = 12.

Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement.

Background: Peer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking.

Aims: In this study, we investigated the mechanisms through which peer victimization and teacher support affect aspirations for and enrolment at university 5 years later through engagement in secondary school.

How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher-Student Relationship Trajectories and School Outcomes.

This study aimed to relate school diversity approaches to continuity and change in teacher-student relationships, comparing Belgian-majority (N = 1,875, M  = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, M  = 15.07).

Majority group belonging without minority group distancing? Minority experiences of intergroup contact and inequality.

As most immigrant-origin minority youth grow up in ethnically diverse social worlds, they develop a sense of belonging to both the national majority and the ethnic minority group. Our study adds to a growing body of research on minority experiences of intergroup contact by (1) including both minority and majority group belonging as outcomes and (2) examining the interplay of majority contact with unequal treatment. We surveyed 1,200 Turkish and Moroccan-Belgian minority youth in 315 classrooms across 65 schools, using multiple measures of intergroup contact, unequal treatment in school, and minority and majority group belonging.

Can School Diversity Policies Reduce Belonging and Achievement Gaps Between Minority and Majority Youth? Multiculturalism, Colorblindness, and Assimilationism Assessed.

European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from ( = 66) randomly sampled Belgian middle schools.

Minority Adolescents in Ethnically Diverse Schools: Perceptions of Equal Treatment Buffer Threat Effects.

Can perceptions of equal treatment buffer the negative effects of threat on the school success of minority students? Focusing on minority adolescents from Turkish and Moroccan heritage in Belgium (Mage  = 14.5; N = 735 in 47 ethnically diverse schools), multilevel mediated moderation analyses showed: (a) perceived discrimination at school predicted lower test performance; (b) experimentally manipulated stereotype threat decreased performance (mediated by increased disengagement); (c) perceived equal treatment at school predicted higher performance (mediated by decreased disengagement); and (d) personal and peer perceptions of equal treatment buffered negative effects of discrimination and stereotype threat. Thus, (situational) stereotype threat and perceived discrimination at school both undermine minority student success, whereas perceived equal treatment can provide a buffer against such threats.

Acculturation attitudes and social adjustment in British South Asian children: a longitudinal study.

A 1-year longitudinal study with three testing points was conducted with 215 British Asian children aged 5 to 11 years to test hypotheses from Berry's acculturation framework. Using age-appropriate measures of acculturation attitudes and psychosocial outcomes, it was found that (a) children generally favored an "integrationist" attitude, and this was more pronounced among older (8-10 years) than in younger (5-7 years) children and (b) temporal changes in social self-esteem and peer acceptance were associated with different acculturation attitudes held initially, as shown by latent growth curve analyses. However, a supplementary time-lagged regression analysis revealed that children's earlier "integrationist" attitudes may be associated with more emotional symptoms (based on teachers' ratings) 6 months later.

Relative group size and minority school success: the role of intergroup friendship and discrimination experiences.

From an intergroup relations perspective, relative group size is associated with the quantity and quality of intergroup contact: more positive contact (i.e., intergroup friendship) supports, and negative contact (i.

[Clinical study on experimental Theileria annulata infections of cattle. 1. Clinical-chemical studies].

The extent of liver and kidney damage in 10 young steers, infected with a stabilate of Theileria annulata, was estimated by the determination of enzymes (GOT, GPT, SDH, ALD), serum levels of bilirubin and urea. At the same time the effectiveness of some liver protecting medical agents was tested. The following results were obtained: Change in the activity of the enzymes GOT, SDH and ALD and the increase of bilirubin during the advanced course of the disease are indicative of severe tissue damage in the liver.