Department of Inclusive Education, University of Potsdam, Potsdam, Germany.
Department of Educational Psychology, Martin-Luther University of Halle-Wittenberg, Halle, Germany.
New Dir Child Adolesc Dev. 2020 Sep;2020(173):65-82. doi: 10.1002/cad.20379. Epub 2020 Oct 27.
We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M = 12.35 years, SD = .79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
我们考察了参加经过改编的 8 周基于学校的干预措施——身份项目的德国青少年，他们在传承和全球身份以及对课堂文化氛围的认知方面是否报告了更大的变化。我们使用了一种纵向、等待名单对照设计，汇集了 2018-2019 年和 2019-2020 年学年的 8 个班级。样本包括 195 名七年级学生（M = 12.35 岁，SD =.79，39%为女性，83%有移民背景）。研究结果表明，干预组在传承身份探索方面有中等程度的支持，对不平等待遇和批判性意识氛围的认知也有所增强。在身份和气候如何与青少年的结果相关方面，不同条件之间也存在重要差异。我们的结论是，身份项目可以在德国等其他文化背景下进行改编和应用。它为青少年提供了一个必要的空间，让他们能够参与关于多样性、文化传承、社会不平等以及这些因素与自身身份的相关性的讨论。
