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Publikation Assessing attitudes towards mutual acculturation in multicultural schools. Conceptualisation and validation of a four-dimensional mutual acculturation attitudes scale(Elsevier, 09/2021) Sidler, Petra; Kassis, Wassilis; Makarova, Elena; Janousch, ClarissaAssessment of acculturation attitudes usually has focused on the importance of two dimensions: first, immigrants’ maintenance of cultural heritage and, second, immigrants’ adoption of the majority culture. Because acculturation is a reciprocal interaction, we extended a bidimensional scale to four dimensions to assess mutual acculturation. Given the importance of the social context for acculturation and schools as a crucial context for immigrant pupils’ acculturation, the scale extension was validated within the context of school. We hypothesised that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and towards schools’ responsibility to support intercultural contact. The study sample comprised 364 secondary school pupils in Swiss multicultural schools. Using exploratory structural equation modelling, we validated four distinct dimensions of acculturation attitudes: attitudes towards immigrant pupils’ (a) heritage culture maintenance and (b) adoption of the dominant culture and attitudes towards (c) native pupils acquiring cultural knowledge and (d) schools enabling intercultural contact. We conclude that the proposed four-dimensional scale is a valid tool for assessing attitudes towards mutual acculturation within the school context and that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and schools.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Minority and majority adolescents’ attitudes toward mutual acculturation and its association with psychological adjustment(Springer, 06.04.2022) Sidler, Petra; Baysu, Gülseli; Kassis, Wassilis; Janousch, Clarissa; Chouvati, Raia; Govaris, Christos; Graf, Ulrike; Rietz, ChristianAlthough 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, Mage = 12.78 years, range 11–16), Greece (n = 439, 56% female, Mage = 12.29 years, range 11–20), and Switzerland (n = 375, 47% female, Mage = 12.67 years, range 11–15). Latent profile analyses led to three distinct acculturation profiles in all three countries: strong and mild mutual integration profiles, where both migrant and majority students are expected to integrate, and a third profile assuming lower responsibility upon the majority. Additionally, those in the strong- and mild-integration profiles reported stronger psychological adjustment than those assuming lower responsibility upon the majority, which held for all students in Switzerland and mostly for those without a migration background in Germany. The findings demonstrate the importance of a mutual acculturation framework for future research. Moreover, as most adolescents fit in with one of the mutual integration patterns, findings stress that no matter their migration background, adolescents favor mutual integration including the expectation on schools to enhance intercultural contact.01A - Beitrag in wissenschaftlicher Zeitschrift