In this paper we review the literature on contextual conditions related to the school, the family, and ethnic or immigrant-group membership, and their association with adjustment outcomes of adolescent immigrants in Europe. Drawing on theories in the areas of acculturation and development, the first aim was to develop a conceptual framework, which integrates acculturative and developmental processes in early adolescence and can guide the literature review in this area. The second aim was to identify the most important conditions for adolescent immigrants’ acculturation and adjustment outcomes in school and the family, and related to immigrant-group membership.
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