Zusammenfassung
Die Entwicklung der persönlichen, sozialen und ethnisch-kulturellen Identität stellt eine zentrale Entwicklungsaufgabe im Jugendalter dar. Insbesondere für Schüler*innen aus sozial und ethnisch-kulturell unterrepräsentierten oder marginalisierten Gruppen gestaltet sich dieser Entwicklungsprozess zwischen Erwartungen von Lehrer*innen, Mitschüler*innen und persönlichen Vorstellungen sowie dem Umgang mit Vielfalt in Schul- und Klassenkontext als zunehmend komplex. Dies kann mit einem erhöhten Belastungserleben und verminderten Schulleistungen durch Stereotype und Diskriminierung einhergehen. Entwicklungs- und sozialpsychologisch fundierte Ansätze bieten eine Möglichkeit, diesen Herausforderungen zu begegnen und das Belastungserleben zu reduzieren sowie Lernmotivation, Lernleistungen und Wohlbefinden zu steigern. Die dargestellten Interventionen heben dabei die Stabilisierung eines wachstumsorientierten Intelligenzkonzepts, die Fokussierung auf intrinsisch motivierende Werte und die Reflexion gesellschaftlich vorhandener Stereotype und Vorurteile auf die Stärkung persönlicher oder gruppenbezogener Identitätsanteile, das Wohlbefinden und die Lernmotivation hervor. Zudem werden Anforderungen, Gelingensbedingungen, Gemeinsamkeiten und Schnittstellen der Interventionen als identitätsschützende und -fördernde Anwendungen im Schulkontext diskutiert.
Ritva Grießig und Maja Schachner: geteilte Erstautorenschaft.
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Notes
- 1.
(Im vorliegenden Text nutzen wir die Begriffe unterrepräsentiert, marginalisiert und stigmatisiert um soziale und ethnisch-kulturelle Gruppen zu beschreiben, welche im jeweiligen Land oder Kontext ökonomische, institutionelle oder soziale Diskriminierungen und damit einhergehende Benachteiligung erfahren. In der Beschreibung der Gruppenzugehörigkeit richten wir uns nach Empfehlungen nach den Richtlinien der American Psychological Association [APA; 2020].)
- 2.
Im Text nutzen wir den Begriff Colorevasion, obwohl Colorblindness gebräuchlicher ist. Begründet ist dies darin, dass sich Colorevasion auf eine frei gewählte Strategie im Umgang mit Vielfalt bezieht und diese nicht auf eine biologisch begründete Einschränkung wie Blindheit zurückzuführen ist.
- 3.
Das Material kann hier zur Anwendung kostenlos heruntergeladen werden: www.svr-migration.de/weise-interventionen/.
- 4.
Der Begriff „ethnische Identität“ ist in der Literatur (vor allem im US-amerikanischen Kontext) verbreiteter. Im deutschen (und europäischen) Kontext dreht sich die Diskussion jedoch oft eher um Herkunft und Migrationshintergrund als um Ethnizität und Rasse (Vietze et al., 2019). Wir verwenden daher den Begriff der ethnisch-kulturellen Identität um auch dem deutschen beziehungsweise europäischen Kontext gerecht zu werden.
- 5.
Im Teil zum Identitätsprojekt wurden einzelne Abschnitte aus dem englischsprachigen Artikel von Juang et al. (2020) übernommen. Dies geschah mit Genehmigung des Verlages sowie unter Zustimmung aller Autorinnen des Originalartikels.
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Grießig, R. et al. (2022). Identitätsbezogene Interventionen in der Schule zum Umgang mit Stereotypen und Diskriminierung. In: Glock, S. (eds) Stereotype in der Schule II. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-37262-0_5
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