Dr. Kristin Schotte

BIM | Dr. Kristin Schotte

Research Scientist at the Department of Education and Integration
and at the Institute of Educational Sciences, Humboldt-Universität zu Berlin

Educational success and psychosocial adaptation of children and adolescents of immigrant descent
Cultural identity
Experiences of discrimination in schools

Since 02/2021
Research scientist at the Berlin Institute for Empirical Research on Integration and Migration (BIM), professorship for Learning and Instruction with a Special Focus on Migration-Related Diversity (Prof. Edele) and at the Institute for Educational Sciences, Humboldt-Universität zu Berlin
01/2020 – 10/2021
Research scientist at the Humboldt-Universität zu Berlin in cooperation with the Institute for Quality Development in Education (IQB), Project “The role of immigrants’ first and second language proficiency
for social integration” (NEPS-SPP)
09/2015 – 11/2020
Doctoral Degree in Educational Sciences (Dr. phil.), Humboldt-Universität zu Berlin
01/2019 – 12/2019
Research scientist at the Humboldt-Universität zu Berlin in cooperation with the Institute for Quality Development in Education (IQB)
Project: “Bildung durch Sprache und Schrift (BiSS)”
09/2014 – 01/2019
Research scientist at the Department of Education and Integration at the Berlin Institute for Empirical Research on Integration and Migration (BIM), Humboldt-Universität zu Berlin
11/2011 – 08/2014
Research scientist at the Freie Universität Berlin and at the Humboldt-Universität zu Berlin in cooperation with the Institute for Educational Quality Improvement (IQB), Project: „National Educational Panel Study – NEPS”
Research Topic: Migration and Integration

Schotte, K., Rjosk, C., Edele, A., Hachfeld, A. & Stanat, P. (2022). Do teachers’ cultural beliefs matter
for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment.Social Psychology of Education, 25, 75–112. https://doi.org/10.1007/s11218-021-09669-0
Gentrup, S., Henschel, S.,Schotte, K., Beck, L., & Stanat, P. (Hrsg.). (2021). Sprach- und Schriftsprachförderung wirksam gestalten: Evaluation umgesetzter Konzepte. Kohlhammer.
Edele, A., Jansen, M., Schachner, M.,Schotte, K., Rjosk, C., & Radmann, S. (2020). School track
and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity. International Journal of Psychology. https://doi.org/10.1002/ijop.12677
Edele, A., Kempert, S., &Schotte, K.(2018). Does competent bilingualism entail advantages for the third language learning of immigrant students? Learning and Instruction, 58, 232-244. doi: https://doi.org/10.1016/j.learninstruc.2018.07.002
Schotte, K., Stanat, P. & Edele, A. (2018). Is integration always most adaptive? The role of cultural identity in academic achievement and in psychological adaptation of immigrant students in Germany. Journal of Youth and Adolescence,47(1), 16-37. https://doi.org/10.1007/s10964-017-0737-x

The detailed list of publications can be found here.

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Humboldt-Universität zu Berlin - Berlin Institute for Empirical Integration and Migration Research (BIM)