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

Prof. Dr. Aileen Edele







Aileen Edele's research focuses on the following topics, among others:

  • The importance of multilingualism for the educational success of students from immigrant families
  • Discrimination at school
  • Cultural identity
  • School adjustment of children and adolescents from refugee families


Academic and professional career


  • 05/2019 - 06/2020
    Professor of Empirical Educational Research in the Context of Social Heterogeneity at the Institute for School Development Research (IFS), Technical University of Dortmund

  • 10/2018 - 02/2019
    Substitute university lecturer for school pedagogy with a focus on inclusion in the Department of Empirical Educational Research, University of Konstanz

  • 04/2016 - 03/2019
    Postdoctoral Fellow in the College for Interdisciplinary Educational Research - a Joint Initiative of the BMBF, the Jacobs Foundation and the Leibniz Association (CIDER)

  • 07/2012 - 11/2016
    PhD in Psychology, Free University of Berlin


Publications (Selection)

    • 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).
    • 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.
    • 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.
    • 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.
    • 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.

    The detailed list of publications can be found here.



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