Schachner, M. K., Juang, L., & Moffitt, U., van de Vijver, F. J. R. (in press). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. (Eds., Frosso Motti-Stefanidi & Katariina Salmela-Aro), Immigrant and refugee youth acculturation and development: Issues, challenges and resources. European Psychologist. (IF: 3.4)
Juang, L., Lee, R. M., Rothman, R., Simpson, J., Titzmann, P., Schachner, M. K., … (in press). Using an attachment framework to understand adaptation and resilience among migrant and refugee youth: A global perspective. (Eds., José M. Causadias, Adriana J. Umaña-Taylor & Jacquelynne S. Eccles), New directions for developmental science on marginalized youth. American Psychologist. (IF: 5.5)
Civitillo, S., Juang, L., & Schachner, M. K. (in press). Challenging cultural diversity beliefs in teacher education: A systematic review of the literature. Educational Research Review. (IF: 3.8)
Schachner, M. K., He, J., Heizmann, B., & van de Vijver, F. J. R. (2017). Acculturation orientations and school adjustment of immigrant youth in six European countries – Findings from PISA 2012. Frontiers in Psychology, 8. doi:10.3389/fpsyg.2017.00649 (IF: 2.5).
Schwarzenthal, M., Schachner, M. K., van de Vijver, A. J. R., & Juang, L. (2017). Equal but different? Effects of Equality/Inclusion and Cultural Pluralism on intergroup outcomes in multiethnic classrooms. Cultural Diversity and Ethnic Minority Psychology. doi: 10.1037/cdp0000173 (IF: 2.0)
Schachner, M. K. (2017). From equality and inclusion to cultural pluralism – evolution and effects of cultural diversity perspectives in education. European Journal of Developmental Psychology. doi:10.1080/17405629.2017.1326378 (IF: 0.8).
Schachner, M. K., Noack, P., van de Vijver, F. J. R. & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school – Equality and inclusion versus cultural pluralism. Child Development. 87, 1175-1191. doi:10.1111/cdev.12536 (IF: 4.2)
Schachner, M. K., van de Vijver, F. J. R., & Noack, P. (2016). Acculturation and school-related outcomes of early-adolescent immigrant boys and girls in Germany – Conditions in school, family, and ethnic group. Journal of Early Adolescence. doi: 10.1177/0272431616670991 (IF: 1.6)
Grant for research project (120,000.00 CHF; applicant) by the Jacobs Foundation to conduct three-year project “Cultural diversity approaches in schools and their implications for student achievement and adjustment“ (fellow applicants: Dr. Aileen Edele, FU Berlin, and Dr. Gülseli Baysu, Kadir Has University Istanbul); 02/2018 – 01/2021
Grant for research project (386,524.00 €; co-applicant) by the German Research Foundation (DFG) to conduct three-year project “Short-term and long-term effects of a culture-specific self-affirmation intervention to promote school adjustment of adolescents of migrant and refugee backgrounds”(main applicant: Prof. Linda Juang, University of Potsdam); 09/2017 – 08/2020
Grant for research collaborations with the United States (3,977.23 €; main applicant) by the Ko-UP Program of the University of Potsdam for project “The development of intergroup relations in the classroom: Understanding context, child characteristics, and consequences” (co-applicant: Dr. Alaina Brenick, University of Connecticut); 02/2017 - 09/2017
Early Career Award of the International Academy for Intercultural Research, awarded in New York, USA, 06/2017
Harry and Pola Triandis Doctoral Thesis Award (finalist – top 3) of the International Association of Cross-Cultural Psychology, awarded in Nagoya, Japan, July 2016
George Butterworth Young Scientist Award of the European Association of Developmental Psychology (EADP), awarded in Braga, Portugal, September 2015
Best poster award (2nd place), awarded at the Biennial Meeting of the European Association for Developmental Psychology (EADP) in Lausanne, Switzerland, September 2013 (sponsored by Jacobs Foundation)
Peter Caws Price for best MSc dissertation, Faculty of Social Sciences at Brunel University, London, UK, June 2009