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

Dr. Kristin Schotte


kristin.schotte@hu-berlin.de
 

Schotte Bild SW

 

 

contact: kristin.schotte@hu-berlin.de

 


Profile



Kristin Schotte's research focuses on the following topics:
 

  • Educational success and psychosocial adaptation of children and adolescents from immigrant families.
  • Cultural identity
  • Experiences of discrimination at school
  • The significance of multilingualism for the educational success of students with a family history
    of immigration

   


Academic and professional career


 

  • 02/2021-present: Research assistant with teaching load at the Department of Empirical Teaching-Learning Research under Conditions of Migration-Related Heterogeneity (Prof. Edele) at the Berlin Institute for Empirical Integration and Migration Research (BIM) and at the Institute of Educational Sciences, Humboldt-Universität zu Berlin.
  • 01/2020-10/2021: Research assistant in the project "The role of immigrants' first and second language proficiency for social integration" (NEPS-SPP), Humboldt University of Berlin in cooperation with the Institute for Quality Development in Education
  • 09/2015-11/2020: Doctorate in Educational Science (Dr. phil.), Humboldt University of Berlin
  • 01/2019-12/2019: Research assistant in the project "Education through Language and Writing" (BiSS), Humboldt-Universität zu Berlin in cooperation with the Institute for Quality Development in Education
  • 09/2014-01/2019: Research assistant in 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 assistant in the project "Nationales Bildungspanel (NEPS), Teilprojekt: Bildungserwerb von Personen mit Migrationshintergrund im Lebenslauf", Freie Universität Berlin and Humboldt-Universität zu Berlin in cooperation with the Institute for Quality Development in Education (IQB)

  


Selected Publications


 

  • Schotte, K., Rjosk, C., Edele, A., Hachfeld, A. & Stanat, P. (2021). Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment. Social Psychology of Education. 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.

 



 

* * *