@article{Munniksma.2022,
 abstract = {Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50{\%} female, 18{\%} foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students' social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.},
 author = {Munniksma, Anke and Ziemes, Johanna and Jugert, Philipp},
 year = {2022},
 title = {Ethnic diversity and students' social adjustment in dutch classrooms},
 pages = {141--155},
 volume = {51},
 number = {1},
 journal = {Journal of Youth and Adolescence},
 doi = {10.1007/s10964-021-01507-y}
}

Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students' social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.

@article{Deimel.2022,
 author = {Deimel, Daniel and Hahn-Laudenberg, Katrin and Ziemes, Johanna F. and Abs, Hermann J.},
 year = {2022},
 title = {Civic education and social interactions at school as drivers of intended electoral participation: Similarities and differences in four European school systems},
 pages = {174619792211145},
 issn = {1746-1979},
 journal = {Education, Citizenship and Social Justice},
 doi = {10.1177/17461979221114549}
}

@book{Ziemes.2022,
 abstract = {Einleitung -- Politische Unterst{\"u}tzung im Jugendalter -- Konzeption von schulischen Sozialbeziehungen -- Zur politischen Relevanz von Sozialbeziehungen -- Sozialbeziehungen in der schulischen politischen und zivilgesellschaftlichen Bildung -- {\"U}bergeordnete Fragestellung -- Studie 1 From Connectedness and Learning to European and National Identity. Results from Fourteen European Countries -- Zwischenfazit und {\"U}bergang: {\glqq}Identit{\"a}t{\grqq} zu {\glqq}Werte{\grqq} -- Studie 2 Welche schulischen Bedingungen sind geeignet, um Toleranz zu f{\"o}rdern? Eine Analyse auf Basis der International Civic and Citizenship Education Study 2016 -- Zwischenfazit und {\"U}bergang: {\glqq}Werte{\grqq} zu {\glqq}Vertrauen in politische Institutionen{\grqq} -- Studie 3 The Impact of Schooling on Trust in Political Institutions -- Differences Arising from Students' Immigration Backgrounds -- Zwischenfazit und Nachtrag -- Diskussion.


In diesem Buch untersucht Johanna F. Ziemes die Relevanz von Sozialbeziehungen f{\"u}r die politische Sozialisation von Sch{\"u}ler*innen. Sch{\"u}ler*innen sind heranwachsende B{\"u}rger*innen, die Aspekte der politischen Unterst{\"u}tzung entwickeln und verleihen. Hierzu geh{\"o}ren Einstellungen, Identit{\"a}ten und Werte. Die politische Unterst{\"u}tzung von den heranwachsenden B{\"u}rger*innen ist f{\"u}r Demokratien relevant. Auf Grundlage der Daten der International Civic and Citizenship Education Study 2016 (ICCS 2016) werden verschiedene schulische Bedingungen f{\"u}r die Entwicklung politischer Unterst{\"u}tzung untersucht und diskutiert. Besonders im Vordergrund stehen hier die schulischen Sozialbeziehungen als Aspekt des Schulklimas. Die vorgestellten Studien betonen die Relevanz der Sozialbeziehungen f{\"u}r die politische Sozialisation. Die Autorin Johanna F. Ziemes forscht zu der Relevanz von Sozialbeziehungen f{\"u}r die politische Sozialisation von Sch{\"u}ler*innen. Sie ist wissenschaftliche Mitarbeiterin an der Universit{\"a}t Duisburg-Essen am Institut f{\"u}r Erziehungswissenschaft. .},
 author = {Ziemes, Johanna F.},
 year = {2022},
 title = {Zur Relevanz der schulischen Sozialbeziehungen f{\"u}r die politische Unterst{\"u}tzung im Jugendalter},
 address = {Wiesbaden},
 publisher = {{Springer Fachmedien}},
 isbn = {9783658380595},
 series = {Springer eBook Collection},
 doi = {10.1007/978-3-658-38059-5},
 file = {Ziemes 2022 - Zur Relevanz der Schulischen Sozialbeziehungen (2):Attachments/Ziemes 2022 - Zur Relevanz der Schulischen Sozialbeziehungen (2).pdf:application/pdf}
}

Einleitung – Politische Unterstützung im Jugendalter – Konzeption von schulischen Sozialbeziehungen – Zur politischen Relevanz von Sozialbeziehungen – Sozialbeziehungen in der schulischen politischen und zivilgesellschaftlichen Bildung – Übergeordnete Fragestellung – Studie 1 From Connectedness and Learning to European and National Identity. Results from Fourteen European Countries – Zwischenfazit und Übergang: \glqqIdentität\grqq zu \glqqWerte\grqq – Studie 2 Welche schulischen Bedingungen sind geeignet, um Toleranz zu fördern? Eine Analyse auf Basis der International Civic and Citizenship Education Study 2016 – Zwischenfazit und Übergang: \glqqWerte\grqq zu \glqqVertrauen in politische Institutionen\grqq – Studie 3 The Impact of Schooling on Trust in Political Institutions – Differences Arising from Students' Immigration Backgrounds – Zwischenfazit und Nachtrag – Diskussion. In diesem Buch untersucht Johanna F. Ziemes die Relevanz von Sozialbeziehungen für die politische Sozialisation von Schüler*innen. Schüler*innen sind heranwachsende Bürger*innen, die Aspekte der politischen Unterstützung entwickeln und verleihen. Hierzu gehören Einstellungen, Identitäten und Werte. Die politische Unterstützung von den heranwachsenden Bürger*innen ist für Demokratien relevant. Auf Grundlage der Daten der International Civic and Citizenship Education Study 2016 (ICCS 2016) werden verschiedene schulische Bedingungen für die Entwicklung politischer Unterstützung untersucht und diskutiert. Besonders im Vordergrund stehen hier die schulischen Sozialbeziehungen als Aspekt des Schulklimas. Die vorgestellten Studien betonen die Relevanz der Sozialbeziehungen für die politische Sozialisation. Die Autorin Johanna F. Ziemes forscht zu der Relevanz von Sozialbeziehungen für die politische Sozialisation von Schüler*innen. Sie ist wissenschaftliche Mitarbeiterin an der Universität Duisburg-Essen am Institut für Erziehungswissenschaft. .

@article{Ziemes.2020,
 author = {Ziemes, Johanna F. and Hahn-Laudenberg, Katrin and Abs, Hermann Josef},
 year = {2020},
 title = {The impact of schooling on trust in political institutions -- Differences arising from students' immigration backgrounds},
 volume = {26},
 issn = {22106561},
 journal = {Learning, Culture and Social Interaction},
 doi = {10.1016/j.lcsi.2020.100429},
 file = {1-s2.0-S2210656120301008-main(1):Attachments/1-s2.0-S2210656120301008-main(1).pdf:application/pdf;Ziemes, Hahn-Laudenberg et al. 2020 - The impact of schooling:Attachments/Ziemes, Hahn-Laudenberg et al. 2020 - The impact of schooling.pdf:application/pdf}
}

@incollection{Ziemes.2020b,
 author = {Ziemes, Johanna F. and Abs, Hermann Josef},
 title = {Zum politischen Mindset heranwachsender B{\"u}rger*innen: Ergebnisse aus ICCS 2022},
 pages = {27--41},
 publisher = {{Wochenschau Verlag}},
 isbn = {978-3-7344-0978-3},
 series = {Wochenschau Wissenschaft},
 editor = {Eis, Andreas and Bade, Gesine and Albrecht, Achim and Jakubczyk, Uwe and Overwien, Bernd},
 booktitle = {Jetzt erst recht: politische Bildung!},
 year = {2020},
 address = {Frankfurt}
}

@article{Ziemes.2020c,
 author = {Ziemes, Johanna F. and Abs, Hermann Josef},
 year = {2020},
 title = {Welche schulischen Bedingungen sind geeignet um Toleranz zu f{\"o}rdern? Eine Analyse auf Basis der International Civic and Citizenship Education Study 2016},
 pages = {157--177},
 volume = {112},
 number = {2},
 journal = {Die Deutsche Schule},
 file = {DDS{\_}2{\_}2020-2{\_}Ziemes{\_}Abs (005):Attachments/DDS{\_}2{\_}2020-2{\_}Ziemes{\_}Abs (005).pdf:application/pdf}
}

@article{Abs.2020,
 author = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin and Deimel, Daniel and Ziemes, Johanna F.},
 year = {2020},
 title = {Zum Stand der Vorbereitung auf die Demokratie: Die International Civic and Citizenship Education Study 2016 (ICCS 2016) untersucht politische Bildung bei 14-J{\"a}hrigen},
 volume = {55},
 journal = {UNIKATE},
 file = {ICCS2016-Unikate 2018{\_}10{\_}09:Attachments/ICCS2016-Unikate 2018{\_}10{\_}09.docx:application/vnd.openxmlformats-officedocument.wordprocessingml.document}
}

@article{Ziemes.2019,
 abstract = {Highlights Fostering national or European identities can be compatible with education for tolerance. Social relationships in school are important predictors of national and European identity. Formal learning opportunities are especially important for fostering a European identity. Purpose: The aim of this article is to analyse the concept of national and European identities through multidisciplinary lenses and to examine empirically how schools develop those identities in adolescents. Method: The study employs data from the International Civic and Citizenship Education Study 2016. Correlation and regression analyses are conducted with data from over 45,000 students from fourteen different national educational systems. Country-specific weighted statistical analyses are conducted. Findings: A combination of perspectives from the fields of psychology, political culture, and civic and citizenship education is useful to reflect upon the dimensions and desirability of overarching identities. Formal learning opportunities are shown to be particularly relevant for fostering a European identity. Positive relationships between students and teachers and between students statistically predict stronger identities. Practical implications: Good social relationships at school help to develop national and European identities. Moreover, the development of a European identity especially depends upon its explicit inclusion in the curriculum. Teachers should guide students to reflect on the meaning and content of tolerant and complex national and European identities.},
 author = {Ziemes, Johanna F. and Hahn-Laudenberg, Katrin and Abs, Hermann Josef},
 year = {2019},
 title = {From connectedness and learning to European and national identity: Results from fourteen European countries},
 pages = {5--28},
 volume = {3},
 number = {18},
 journal = {Journal of Social Science Education},
 doi = {10.4119/JSSE-1144},
 file = {Ziemes, Hahn-Laudenberg et al. 2019 - From Connectedness and Learning:Attachments/Ziemes, Hahn-Laudenberg et al. 2019 - From Connectedness and Learning.pdf:application/pdf}
}

Highlights Fostering national or European identities can be compatible with education for tolerance. Social relationships in school are important predictors of national and European identity. Formal learning opportunities are especially important for fostering a European identity. Purpose: The aim of this article is to analyse the concept of national and European identities through multidisciplinary lenses and to examine empirically how schools develop those identities in adolescents. Method: The study employs data from the International Civic and Citizenship Education Study 2016. Correlation and regression analyses are conducted with data from over 45,000 students from fourteen different national educational systems. Country-specific weighted statistical analyses are conducted. Findings: A combination of perspectives from the fields of psychology, political culture, and civic and citizenship education is useful to reflect upon the dimensions and desirability of overarching identities. Formal learning opportunities are shown to be particularly relevant for fostering a European identity. Positive relationships between students and teachers and between students statistically predict stronger identities. Practical implications: Good social relationships at school help to develop national and European identities. Moreover, the development of a European identity especially depends upon its explicit inclusion in the curriculum. Teachers should guide students to reflect on the meaning and content of tolerant and complex national and European identities.

@article{Ziemes.2019b,
 author = {Ziemes, Johanna F. and Gutzwiller-Helfenfinger, E.},
 year = {2019},
 title = {Children's rights and educational psychology},
 pages = {169--179},
 volume = {24},
 issn = {1016-9040},
 journal = {European Psychologist},
 file = {Numero Monografico EFPA 2019:Attachments/Numero Monografico EFPA 2019.pdf:application/pdf}
}

@article{Chlebos.2018,
 author = {Chlebos, Laura and Schmidt, Silvana and Ziemes, Johanna F.},
 year = {2018},
 title = {Queerfeminismus: Ideen, Positionen und Aktionen},
 url = {https://kulturundgeschlecht.blogs.ruhr-uni-bochum.de/wp-content/uploads/2018/06/Chlebos_Schmidt_Ziemes_Queerfeminismus.pdf},
 number = {21},
 journal = {kultur {\&} geschlecht},
 file = {Chlebos{\_}Schmidt{\_}Ziemes{\_}Queerfeminismus:Attachments/Chlebos{\_}Schmidt{\_}Ziemes{\_}Queerfeminismus.pdf:application/pdf}
}

@incollection{Abs.2017,
 author = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin and Deimel, Daniel and Ziemes, Johanna F.},
 title = {Einleitung},
 url = {https://www.waxmann.com/index.php?eID=download&buchnr=3737},
 pages = {9--26},
 publisher = {Waxmann},
 isbn = {978-3-8309-3737-1},
 editor = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin},
 booktitle = {Das politische Mindset von 14-J{\"a}hrigen},
 year = {2017},
 address = {M{\"u}nster}
}

@incollection{Ziemes.2017,
 author = {Ziemes, Johanna F. and Hahn-Laudenberg, Katrin and Batista, Igor Birindiba and Abs, Hermann Josef},
 title = {Institutionenbezogene Einstellungen},
 pages = {161--204},
 publisher = {Waxmann},
 isbn = {978-3-8309-3737-1},
 editor = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin},
 booktitle = {Das politische Mindset von 14-J{\"a}hrigen},
 year = {2017},
 address = {M{\"u}nster}
}

@incollection{Ziemes.2017b,
 author = {Ziemes, Johanna F. and Jasper, Janina},
 title = {Gruppenbezogene Einstellungen},
 url = {https://www.waxmann.com/index.php?eID=download&buchnr=3737},
 pages = {161--204},
 publisher = {Waxmann},
 isbn = {978-3-8309-3737-1},
 editor = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin},
 booktitle = {Das politische Mindset von 14-J{\"a}hrigen},
 year = {2017},
 address = {M{\"u}nster}
}

@article{Ziemes.2017c,
 author = {Ziemes, Johanna F. and Abs, Hermann Josef},
 year = {2017},
 title = {Strong identities and endorsement of human rights: Conflictive or complementary?},
 volume = {31},
 number = {6},
 journal = {South African Journal of Higher Education},
 doi = {10.20853/31-6-1636},
 file = {Ziemes, Abs 2017 - Strong identities and endorsement:Attachments/Ziemes, Abs 2017 - Strong identities and endorsement.pdf:application/pdf}
}

@incollection{Jasper.2017,
 author = {Jasper, Janina and Ziemes, Johanna F. and Abs, Hermann Josef},
 title = {Identit{\"a}t und politische Selbstwirksamkeit},
 url = {https://www.waxmann.com/index.php?eID=download&buchnr=3737},
 pages = {112--134},
 publisher = {Waxmann},
 isbn = {978-3-8309-3737-1},
 editor = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin},
 booktitle = {Das politische Mindset von 14-J{\"a}hrigen},
 year = {2017},
 address = {M{\"u}nster}
}

@incollection{GutzwillerHelfenfinger.2017,
 author = {Gutzwiller-Helfenfinger, E. and Ziemes, Johanna F.},
 title = {Qualit{\"a}t schulischer Sozialbeziehungen},
 url = {https://www.waxmann.com/index.php?eID=download&buchnr=3737},
 pages = {297--305},
 publisher = {Waxmann},
 isbn = {978-3-8309-3737-1},
 editor = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin},
 booktitle = {Das politische Mindset von 14-J{\"a}hrigen},
 year = {2017},
 address = {M{\"u}nster}
}

@incollection{Ziemes.2017d,
 author = {Ziemes, Johanna F. and Jasper, Janina and Deimel, Daniel and Hahn-Laudenberg, Katrin and Abs, Hermann Josef},
 title = {ICCS 2016 - Design und methodisches Vorgehen},
 url = {https://www.waxmann.com/index.php?eID=download&buchnr=3737},
 pages = {47--76},
 publisher = {Waxmann},
 isbn = {978-3-8309-3737-1},
 editor = {Abs, Hermann Josef and Hahn-Laudenberg, Katrin},
 booktitle = {Das politische Mindset von 14-J{\"a}hrigen},
 year = {2017},
 address = {M{\"u}nster}
}

@article{Ziemes.2016,
 author = {Ziemes, Johanna F. and Deimel, Daniel},
 year = {2016},
 title = {Demokratie an Schulen: Partizipation als Herzst{\"u}ck der demokratischen Schule},
 pages = {18--20},
 volume = {74},
 journal = {Lernende Schule}
}

@article{Baudson.2016,
 author = {Baudson, Tanja Gabriele and Ziemes, Johanna Fee},
 year = {2016},
 title = {The importance of being gifted: Stages of gifted identity development, their correlates and predictors},
 pages = {19--32},
 volume = {31},
 number = {1},
 issn = {1533-2276},
 journal = {Gifted and Talented International},
 doi = {10.1080/15332276.2016.1194675}
}