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

Prof. Dr. Aileen Edele

aileen.edele@hu-berlin.de


Aileen_BW.jpg

 

  • Head of the Education and Integration Department
  • Professor for Empirical Teaching-Learning Research under Conditions of Migration-Related Heterogeneity
  • Commissioner for Internationalisation at the BIM

 

Mail: aileen.edele@hu-berlin.de

 

Research Interests

 

  • The role of multilingualism in the educational success of students from immigrant families
  • Discrimination in schools
  • Cultural identity
  • Adaptation of children and adolescents from refugee families

  

Academic and professional career

 

  • 07/2020 – present
    Professor for Learning and Instruction with a Special Focus on Migration-Related Diversity, Humboldt-Universität zu Berlin 
     
  • 05/2019 – 06/2020
    Professor for Empirical Education Research in the Context of Social Heterogeneity, Center for Research
    on Education and School Development (Institut für Schulentwicklungsforschung, IFS), TU Dortmund University
     
  • 10/2018 – 02/2019
    Deputy Lecturer in School Pedagogics with a Focus on Inclusion, Department of Empirical Educational Research, University of Konstanz
     
  • 04/2016 – 03/2019
    Postdoctoral Fellow at the College for Interdisciplinary Educational Research – a Joint Initiative
    of the BMBD, the Jacobs Foundation and the Leibniz Association     (CIDER)
     
  • 07/2012 – 11/2016
    Doctoral Degree in Psychology, Freie Universität Berlin

  

Selected Publications

  
  • Edele, A., Kristen, C., Stanat, P. & Will, G. (Hrsg.) (2021). The education of recently arrived refugees
    in Germany: Conditions, processes, and outcomes [Special Section]. Journal of Educational Research Online, 13(1). https://doi.org/10.25656/01:22064
  • Pagel, L. & Edele, A. (2021). The role of different school organizational models in the psychological adaptation of refugee adolescents. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00582-w
  • Edele, A., Jansen, M., Schachner, M. K., 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 (55), 754-768. https://doi.org/10.1002/ijop.12677
  • Edele, A., Kempert, S. & Stanat, P. (2020). Mehrsprachigkeit und Bildungserfolg. In I. Gogolin, A. Hansen, S. McMonagle & D. Rauch (Hrsg.), Handbuch Mehrsprachigkeit und Bildung (S. 151-155). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-20285-9_22
  • 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. https://doi.org/10.1016/j.learninstruc.2018.07.002

 

A full list of publications is available here.

 

       

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