Kontakt

Forschungsinteressen

• Diskriminierung und Rassismus im schulischen Kontext
• Überzeugungen von pädagogischen Fachkräften über kulturelle Vielfalt
• kultursensible Herangehensweisen im Unterricht

Akademischer Werdegang

Research Gate Profil

https://www.researchgate.net/profile/Sauro_Civitillo

Twitter

https://twitter.com/CivitilloSauro

Publikationen

Civitillo, S., Ialuna, F., Lieck, D., & Jugert, P. (2022). Do infrahumanization or affective prejudice drive teacher discrimination against Romani students? A conceptual replication of Bruneau et al. (2020) in Germany. Peace and Conflict: Journal of Peace Psychology.

Vietze, J., Schwarzenthal, M., Moffitt, U., & Civitillo, S. (2022). Beyond ‘Migrant Background’: How to select relevant, social justice oriented, and feasible social categories in quantitative research. European Journal of Psychology of Education.

Jugert, P., Kaiser, M., Ialuna, F., Civitillo, S. (2022). Researching race-ethnicity in race-mute Europe. Infant and Child Development, 31, e2260.

Civitillo, S., Göbel, K., Preusche, Z., & Jugert, P. (2021). Disentangling the effects of perceived personal and group discrimination among secondary school students: The protective role of teacher-student relationship quality and school climate. New Directions for Child and Adolescent Development, 177, 77-99.

Schachner, M., Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (2021). Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany. Contemporary Educational Psychology.

Civitillo, S., Juang, L., & Schachner, M. (2021). Stressing similarities or ignoring differences? Shedding light into two different forms of color-evasiveness with pre- and in-service teachers. Zeitschrift für Erziehungswissenchaft, 24, 135-153.

Civitillo, S., & Juang, L. (2020). How to best prepare teachers for multicultural schools: Challenges and perspectives. In P. F. Titzmann & P. Jugert (Eds.). Youth in superdiverse societies: Growing up with globalization, diversity, and acculturation. London: Routledge.

Civitillo, S., Juang, L., Badra, M., & Schachner, M. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351.

Civitillo, S., Juang, L., & Schachner, M. (2018). Challenging beliefs about cultural diversity in education:  A synthesis and critical review of trainings with pre-service teachers. Educational Research Review, 24, 67-83.

Civitillo, S., Schachner, M., Juang, L, Van de Vijver, F., Handrick, A., & Noack, P. (2017). Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study. Learning, Culture and Social Interaction, 12, 1-14.

Civitillo, S., Juang, L, Schachner, M., & Börnert, M. (2016). Validierung einer deutschen Version der “Culturally Responsive Classroom Management Self-Efficacy Scale”. Empirische Sonderpadagögik, 3, 279-288.

Civitillo, S., Denessen, E., & Molenaar, I. (2016). How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices. Journal of Research in Special Educational Needs, 16, 587-591.

Civitillo, S., de Moor, J. & Vervloed, M. (2016). Examining pre-service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study. Support for Learning, 31, 104-121.