{"id":1558,"date":"2024-12-11T14:38:54","date_gmt":"2024-12-11T14:38:54","guid":{"rendered":"https:\/\/psychacc.be\/about-us\/"},"modified":"2025-03-25T15:34:34","modified_gmt":"2025-03-25T15:34:34","slug":"about-us","status":"publish","type":"page","link":"https:\/\/psychacc.be\/en\/about-us\/","title":{"rendered":"About Us"},"content":{"rendered":"<div id='av_section_1'  class='avia-section av-m5gzi6kw-5ab9df6287ed1f6aa3370acdc071a97a alternate_color avia-section-default avia-no-border-styling  avia-builder-el-0  el_before_av_one_third  avia-builder-el-first  avia-bg-style-scroll container_wrap fullsize'  ><div class='container av-section-cont-open' ><main  role=\"main\" itemprop=\"mainContentOfPage\"  class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1558'><div class='entry-content-wrapper clearfix'>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-m5gzhoif-28746f33d4fffb8a4ddf34809261ff46\">\n#top .av-special-heading.av-m5gzhoif-28746f33d4fffb8a4ddf34809261ff46{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-m5gzhoif-28746f33d4fffb8a4ddf34809261ff46 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-m5gzhoif-28746f33d4fffb8a4ddf34809261ff46 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-m5gzhoif-28746f33d4fffb8a4ddf34809261ff46 av-special-heading-h1 blockquote modern-quote modern-centered  avia-builder-el-1  avia-builder-el-no-sibling '><h1 class='av-special-heading-tag '  itemprop=\"headline\"  >About us<\/h1><div class='av-subheading av-subheading_below'><p>In summary, PsychAcc wants to redefine psychological acculturation.<\/p>\n<\/div><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<\/div><\/div><\/main><!-- close content main element --><\/div><\/div><div id='after_section_1'  class='main_color av_default_container_wrap container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1558'><div class='entry-content-wrapper clearfix'>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-wx5g-cc64c4948b5a52eb8e16475061735b77\">\n.avia_transform .flex_column.av-wx5g-cc64c4948b5a52eb8e16475061735b77{\nanimation-duration:1.5s;\n}\n<\/style>\n<div  class='flex_column av-wx5g-cc64c4948b5a52eb8e16475061735b77 av_one_third  avia-builder-el-2  el_after_av_section  el_before_av_one_third  avia-builder-el-first  first flex_column_div av-animated-generic left-to-right  '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-m5gzlwby-145966dc5c3aaf2aae9d2f86dcd6dcf5\">\n.av_font_icon.av-m5gzlwby-145966dc5c3aaf2aae9d2f86dcd6dcf5 .av-icon-char{\nfont-size:80px;\nline-height:80px;\nwidth:80px;\n}\n<\/style>\n<span  class='av_font_icon av-m5gzlwby-145966dc5c3aaf2aae9d2f86dcd6dcf5 avia_animate_when_visible av-icon-style-border avia-icon-pos-center avia-iconfont avia-font-flaticon_psychacc-2 av-no-color avia-icon-animate'><span class='av-icon-char' data-av_icon='\uf112' data-av_iconfont='flaticon_psychacc-2' aria-hidden=\"true\" ><\/span><\/span><br \/>\n<section  class='av_textblock_section av-m5gzfrdz-2c21fcdcb92a42311ddd7579b07d511c '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>Schools are becoming increasingly diverse, offering opportunities for students from different cultural and linguistic backgrounds to learn from one another and with each other, thereby preparing the next generation to navigate today\u2019s multicultural society. Yet, at the same time, socially and ethnically diverse schools also face various challenges. In many European contexts, like Flanders, ethnically minoritized students and students from working class backgrounds have less well-being, feel less at home, and show worse academic performance than their ethnic majority peers and\/or peers from (white) middle to upper class backgrounds. For over 50 years, scientists in both sociology, psychology and educational sciences have tried to explain and mitigate these inequalities. In recent years, there has been a shift away from pointing at individual level factors to recognizing the important role of the school culture as well as the potential cultural \u2018(mis)match\u2019 between students\u2019 and schools\u2019 cultures. In the current research project, we aim to uncover some of the hitherto rather \u201cinvisible barriers\u201d to equity in education such as potential discrepancies between students\u2019 typical ways of &#8220;being&#8221;, thinking, and getting motivated and those that are (often unintentionally) promoted and rewarded by schools. In PsychAcc, we aim to document the wide variety in ways of being, thinking and getting motivated, how they tend to differ across different socio-cultural context and how they may be differentially associated with outcomes such as well-being and school performance. The ultimate goal is not to promote one way of psychological functioning or behaving, but to increase our understanding and appreciation of the inherent variety therein such that education can, in the long run, be attuned to all cultures and associated psychological tendencies of students, such that all can thrive.       <\/p>\n<div id=\"ConnectiveDocSignExtentionInstalled\" data-extension-version=\"1.0.4\"><\/div>\n<\/div><\/section><\/p><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-1p8wk-17038bbc97b74c69a1cf8f402bd90ce9\">\n.avia_transform .flex_column.av-1p8wk-17038bbc97b74c69a1cf8f402bd90ce9{\nanimation-duration:1s;\n}\n<\/style>\n<div  class='flex_column av-1p8wk-17038bbc97b74c69a1cf8f402bd90ce9 av_one_third  avia-builder-el-5  el_after_av_one_third  el_before_av_one_third  flex_column_div av-animated-generic bottom-to-top  '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-m5gznfb7-478c5edf372c784364df3a799952ad36\">\n.av_font_icon.av-m5gznfb7-478c5edf372c784364df3a799952ad36 .av-icon-char{\nfont-size:80px;\nline-height:80px;\nwidth:80px;\n}\n<\/style>\n<span  class='av_font_icon av-m5gznfb7-478c5edf372c784364df3a799952ad36 avia_animate_when_visible av-icon-style-border avia-icon-pos-center avia-iconfont avia-font-flaticon_psychacc-2 av-no-color avia-icon-animate'><span class='av-icon-char' data-av_icon='\uf14d' data-av_iconfont='flaticon_psychacc-2' aria-hidden=\"true\" ><\/span><\/span><br \/>\n<section  class='av_textblock_section av-m5gzk07k-e4c0237aa26212846ea85161940c10e0 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>A crucial element of the PsychAcc project is that it will identify the diversity in ways of being, thinking and becoming motivated over time and study cultural changes in them. We call this process of change &#8220;psychological acculturation&#8221; &#8211; that is, changes in psychological and behavioral patterns that occur through prolonged contact with another culture. To date, our understanding of psychological acculturation is limited because most studies focus on explicit cultural affiliations of ethnic minorities by looking at their cultural attitudes and identities, and thus focus on minority readiness. PsychAcc extends current (limited) approaches and theories on acculturation by examining whether fundamental psychological processes such as self-image, cognition and motivation &#8211; which systematically differ across cultures and therefore implicitly reflect people&#8217;s cultural affiliations &#8211; are also subject to acculturative changes.   <\/p>\n<p>If so, we will further explore which factors at the individual, teacher and school level co-shape students\u2019 acculturative trajectories in these domains over time. Furthermore, we will, for the first time, look at whether different psychological domains (e.g., cognition vs. identity) change at different rates or in different directions, and\/or influence one another across timepoints. It is then our goal to explore how different \u2018acculturative profiles\u2019 are associated with different student outcomes in terms of well-being and school achievement to increase our understanding of how the complex and multifaceted processes of acculturation relate to students\u2019 thriving.  <\/p>\n<div id=\"ConnectiveDocSignExtentionInstalled\" data-extension-version=\"1.0.4\"><\/div>\n<\/div><\/section><\/p><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-12tq8-0a54fe38ae5bc09ac130a220e610a3d4\">\n.avia_transform .flex_column.av-12tq8-0a54fe38ae5bc09ac130a220e610a3d4{\nanimation-duration:2s;\n}\n<\/style>\n<div  class='flex_column av-12tq8-0a54fe38ae5bc09ac130a220e610a3d4 av_one_third  avia-builder-el-8  el_after_av_one_third  el_before_av_section  avia-builder-el-last  flex_column_div av-animated-generic right-to-left  '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-m5gzodhp-b1495f2282f2e281937078fc3dc700e3\">\n.av_font_icon.av-m5gzodhp-b1495f2282f2e281937078fc3dc700e3 .av-icon-char{\nfont-size:80px;\nline-height:80px;\nwidth:80px;\n}\n<\/style>\n<span  class='av_font_icon av-m5gzodhp-b1495f2282f2e281937078fc3dc700e3 avia_animate_when_visible av-icon-style-border avia-icon-pos-center avia-iconfont avia-font-flaticon_psychacc-2 av-no-color avia-icon-animate'><span class='av-icon-char' data-av_icon='\uf131' data-av_iconfont='flaticon_psychacc-2' aria-hidden=\"true\" ><\/span><\/span><br \/>\n<section  class='av_textblock_section av-m5gzk9ig-cac6354d5533747e8077c41927823e68 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>We will explore the above outlined novel research questions not only among students with ethnic minoritized backgrounds in Flanders, but also among their ethnic majority peers, because acculturation is very likely a two-way process affecting just everyone navigating culturally diverse groups and intercultural interactions. Throughout this process of change, we hypothesize that meaningful intercultural interactions are crucial, because it is in these types of interactions that people may mutually learn to see the world in different ways. In a series of lab studies we will try to simulate such meaningful intercultural exchanges to document, for the very first time, the exact micro-processes that instigate acculturative change. As such, we aim to start opening the \u2018black box\u2019 of acculturation and pave the way for future interventions that aim to increase mutual understanding of the world.   <\/p>\n<p>Taken together, PsychAcc aims to re-think psychological acculturation. No longer as a monolithic (quite stable) process that refers to ethnic minorities\u2019 explicit willingness to participate in society. But as a multifaceted process that affects all domains of the psyche that reflect cultural affiliations in implicit and explicit ways, and that emerges from meaningful intercultural interactions and, as such, affects all of us engaging in diverse socio-cultural worlds. <\/p>\n<p>It is our sincere hope that these deeper insights into &#8220;acculturation&#8221; and &#8220;integration&#8221; can ultimately promote greater mutual understanding, social cohesion and thriving in today\u2019s increasingly diverse societies.<\/p>\n<div id=\"ConnectiveDocSignExtentionInstalled\" data-extension-version=\"1.0.4\"><\/div>\n<\/div><\/section><\/p><\/div>\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_2'  class='avia-section av-m5kw5wom-592cea4e962064c74c64cef670121422 main_color avia-section-default avia-no-border-styling  avia-builder-el-11  el_after_av_one_third  el_before_av_section  avia-bg-style-scroll container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1558'><div class='entry-content-wrapper clearfix'>\n<div  class='flex_column av-7h7v4-114739e59d652914e278a21e8190893a av_two_third  avia-builder-el-12  el_before_av_one_third  avia-builder-el-first  first flex_column_div av-animated-generic left-to-right  '     ><section  class='av_textblock_section av-6yips-18df5d564fd8d67e8192d6d75ad403af '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>Schools are becoming increasingly diverse, offering opportunities for students from different cultural and linguistic backgrounds to learn from one another and with each other, thereby preparing the next generation to navigate today\u2019s multicultural society. Yet, at the same time, socially and ethnically diverse schools also face various challenges. In many European contexts, like Flanders, ethnically minoritized students and students from working class backgrounds have less well-being, feel less at home, and show worse academic performance than their ethnic majority peers and\/or peers from (white) middle to upper class backgrounds. For over 50 years, scientists in both sociology, psychology and educational sciences have tried to explain and mitigate these inequalities. In recent years, there has been a shift away from pointing at individual level factors to recognizing the important role of the school culture as well as the potential cultural \u2018(mis)match\u2019 between students\u2019 and schools\u2019 cultures. In the current research project, we aim to uncover some of the hitherto rather \u201cinvisible barriers\u201d to equity in education such as potential discrepancies between students\u2019 typical ways of &#8220;being&#8221;, thinking, and getting motivated and those that are (often unintentionally) promoted and rewarded by schools. In PsychAcc, we aim to document the wide variety in ways of being, thinking and getting motivated, how they tend to differ across different socio-cultural context and how they may be differentially associated with outcomes such as well-being and school performance. The ultimate goal is not to promote one way of psychological functioning or behaving, but to increase our understanding and appreciation of the inherent variety therein such that education can, in the long run, be attuned to all cultures and associated psychological tendencies of students, such that all can thrive.       <\/p>\n<div id=\"ConnectiveDocSignExtentionInstalled\" data-extension-version=\"1.0.4\"><\/div>\n<\/div><\/section><\/div><div  class='flex_column av-6baok-103bcbe5b13459288de189e3ae6de4fc av_one_third  avia-builder-el-14  el_after_av_two_third  avia-builder-el-last  flex_column_div  '     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-wdbk-f8c2ddd0905bcbb7597ed9855482a3b5\">\n.av_font_icon.av-wdbk-f8c2ddd0905bcbb7597ed9855482a3b5{\ncolor:#71c8d8;\nborder-color:#71c8d8;\n}\n.avia-svg-icon.av-wdbk-f8c2ddd0905bcbb7597ed9855482a3b5 svg:first-child{\nstroke:#71c8d8;\nfill:#71c8d8;\n}\n.av_font_icon.av-wdbk-f8c2ddd0905bcbb7597ed9855482a3b5 .av-icon-char{\nfont-size:250px;\nline-height:250px;\n}\n<\/style>\n<span  class='av_font_icon av-wdbk-f8c2ddd0905bcbb7597ed9855482a3b5 avia_animate_when_visible av-icon-style- avia-icon-pos-center avia-iconfont avia-font-flaticon_psychacc-2 avia-icon-animate'><span class='av-icon-char' data-av_icon='\uf10f' data-av_iconfont='flaticon_psychacc-2' aria-hidden=\"true\" ><\/span><\/span><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_3'  class='avia-section av-m5kw63rb-ac6912b39926e73c161610927b17c608 alternate_color avia-section-default avia-no-border-styling  avia-builder-el-16  el_after_av_section  el_before_av_section  avia-bg-style-scroll container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1558'><div class='entry-content-wrapper clearfix'>\n<div  class='flex_column av-5f9ac-79d50f68580144f63f4fc070590e326a av_two_third  avia-builder-el-17  el_before_av_one_third  avia-builder-el-first  first flex_column_div av-animated-generic left-to-right  '     ><section  class='av_textblock_section av-51yw4-5240f3be88b358705d672cb094f04dda '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>A crucial element of the PsychAcc project is that it will identify the diversity in ways of being, thinking and becoming motivated over time and study cultural changes in them. We call this process of change &#8220;psychological acculturation&#8221; &#8211; that is, changes in psychological and behavioral patterns that occur through prolonged contact with another culture. To date, our understanding of psychological acculturation is limited because most studies focus on explicit cultural affiliations of ethnic minorities by looking at their cultural attitudes and identities, and thus focus on minority readiness. PsychAcc extends current (limited) approaches and theories on acculturation by examining whether fundamental psychological processes such as self-image, cognition and motivation &#8211; which systematically differ across cultures and therefore implicitly reflect people&#8217;s cultural affiliations &#8211; are also subject to acculturative changes.   <\/p>\n<p>If so, we will further explore which factors at the individual, teacher and school level co-shape students\u2019 acculturative trajectories in these domains over time. Furthermore, we will, for the first time, look at whether different psychological domains (e.g., cognition vs. identity) change at different rates or in different directions, and\/or influence one another across timepoints. It is then our goal to explore how different \u2018acculturative profiles\u2019 are associated with different student outcomes in terms of well-being and school achievement to increase our understanding of how the complex and multifaceted processes of acculturation relate to students\u2019 thriving.  <\/p>\n<div id=\"ConnectiveDocSignExtentionInstalled\" data-extension-version=\"1.0.4\"><\/div>\n<\/div><\/section><\/div><div  class='flex_column av-4lco0-ac6ff9b2ac755c7e7722954c4b5420d8 av_one_third  avia-builder-el-19  el_after_av_two_third  avia-builder-el-last  flex_column_div  '     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-m5kw5oet-2a4dbea9d4a156cbd9ff5ff1b90a8103\">\n.av_font_icon.av-m5kw5oet-2a4dbea9d4a156cbd9ff5ff1b90a8103{\ncolor:#71c8d8;\nborder-color:#71c8d8;\n}\n.avia-svg-icon.av-m5kw5oet-2a4dbea9d4a156cbd9ff5ff1b90a8103 svg:first-child{\nstroke:#71c8d8;\nfill:#71c8d8;\n}\n.av_font_icon.av-m5kw5oet-2a4dbea9d4a156cbd9ff5ff1b90a8103 .av-icon-char{\nfont-size:250px;\nline-height:250px;\n}\n<\/style>\n<span  class='av_font_icon av-m5kw5oet-2a4dbea9d4a156cbd9ff5ff1b90a8103 avia_animate_when_visible av-icon-style- avia-icon-pos-center avia-iconfont avia-font-flaticon_psychacc-2 avia-icon-animate'><span class='av-icon-char' data-av_icon='\uf142' data-av_iconfont='flaticon_psychacc-2' aria-hidden=\"true\" ><\/span><\/span><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_4'  class='avia-section av-34pg8-7a915f265f4daa3aca6a20d018b1c227 main_color avia-section-default avia-no-border-styling  avia-builder-el-21  el_after_av_section  avia-builder-el-last  avia-bg-style-scroll container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-1558'><div class='entry-content-wrapper clearfix'>\n<div  class='flex_column av-2xuds-0b7096530a8a1663a365c34466c9add3 av_two_third  avia-builder-el-22  el_before_av_one_third  avia-builder-el-first  first flex_column_div av-animated-generic left-to-right  '     ><section  class='av_textblock_section av-26dsw-c52f54c295104ff0bed303fd3788644e '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>We will explore the above outlined novel research questions not only among students with ethnic minoritized backgrounds in Flanders, but also among their ethnic majority peers, because acculturation is very likely a two-way process affecting just everyone navigating culturally diverse groups and intercultural interactions. Throughout this process of change, we hypothesize that meaningful intercultural interactions are crucial, because it is in these types of interactions that people may mutually learn to see the world in different ways. In a series of lab studies we will try to simulate such meaningful intercultural exchanges to document, for the very first time, the exact micro-processes that instigate acculturative change. As such, we aim to start opening the \u2018black box\u2019 of acculturation and pave the way for future interventions that aim to increase mutual understanding of the world.   <\/p>\n<p>Taken together, PsychAcc aims to re-think psychological acculturation. No longer as a monolithic (quite stable) process that refers to ethnic minorities\u2019 explicit willingness to participate in society. But as a multifaceted process that affects all domains of the psyche that reflect cultural affiliations in implicit and explicit ways, and that emerges from meaningful intercultural interactions and, as such, affects all of us engaging in diverse socio-cultural worlds. <\/p>\n<p>It is our sincere hope that these deeper insights into &#8220;acculturation&#8221; and &#8220;integration&#8221; can ultimately promote greater mutual understanding, social cohesion and thriving in today\u2019s increasingly diverse societies.<\/p>\n<div id=\"ConnectiveDocSignExtentionInstalled\" data-extension-version=\"1.0.4\"><\/div>\n<\/div><\/section><\/div><div  class='flex_column av-1r6w0-a5fe147899b19545154502230756e704 av_one_third  avia-builder-el-24  el_after_av_two_third  avia-builder-el-last  flex_column_div  '     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-45b4c-87e21d675da82519a43d96b500df6994\">\n.av_font_icon.av-45b4c-87e21d675da82519a43d96b500df6994{\ncolor:#71c8d8;\nborder-color:#71c8d8;\n}\n.avia-svg-icon.av-45b4c-87e21d675da82519a43d96b500df6994 svg:first-child{\nstroke:#71c8d8;\nfill:#71c8d8;\n}\n.av_font_icon.av-45b4c-87e21d675da82519a43d96b500df6994 .av-icon-char{\nfont-size:250px;\nline-height:250px;\n}\n<\/style>\n<span  class='av_font_icon av-45b4c-87e21d675da82519a43d96b500df6994 avia_animate_when_visible av-icon-style- avia-icon-pos-center avia-iconfont avia-font-flaticon_psychacc-2 avia-icon-animate'><span class='av-icon-char' data-av_icon='\uf131' data-av_iconfont='flaticon_psychacc-2' aria-hidden=\"true\" ><\/span><\/span><\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1558","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.9 - 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