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


Prof. Dr. Aileen Edele

aileen.edele@hu-berlin.de


 

 

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

   
  • Tinkl, L. A.., Edele, A. & Heppt, B. (2026). Competent bilingualism of primary school children in Germany: associations with individual, family-related, and institutional learning conditions. International Journal of Bilingual Education and Bilingualism, 1–24. https://doi.org/10.1080/13670050.2026.2651183 
  • Harms, S., Gentrup, S., Schotte, K., Weirich, S., Dumont, H., & Edele, A. (2026). Discipline gaps in German schools? A video study on teacher-based discrimination [Registered report - stage I]. Learning and Instruction, 104, Article 102362. https://doi.org/10.1016/j.learninstruc.2026.102362
  • Schotte, K., Edele, A., Heppt. B., Rjosk, C. & Stanat, P. (2026). Perceived discrimination of students from minoritized ethnic groups in Germany: Individual, family, and school conditions. Journal of School Psychology, 114, 101491. https://doi.org/10.1016/j.jsp.2025.101491
  • Benbow, A. E. F., Baysu, G., Krachum Ott, P., Schachner, M.K. & Edele, A. (2026). The role of perceived school diversity climate in the school involvement of ethnically and racially minoritized parents in Germany and the United Kingdom. Journal of Community Psychology, 54(1), e70069. https://doi.org/10.1002/jcop.70069
  • Boda, Z., Lorenz, G., Jansen, M., Stanat, P. & Edele, A. (2023). Ethnic diversity fosters the social integration of refugee students. Nature Human Behaviour. https://doi.org/10.1038/s41562-023-01577-x
  • Edele, A. & Stanat, P. (2022). Zuwanderung und soziale Ungleichheit. In H. Reinders, D. Bergs-Winkels, A. Prochnow, & I. Post. (Hrsg.), Lehrbuch Empirische Bildungsforschung: Eine elementare Einführung. Wiesbaden: VS Verlag für Sozialwissenschaften (S. 1105-1126).
  • 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. & 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
  • Edele, A. & Stanat, P. (2016). The role of first-language listening comprehension in second-
    language reading comprehension. Journal of Educational Psychology, 108(2), 84-110. https://doi.org/10.1037/edu0000060

 

A full list of publications is available here.

 

       

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