Profile

Julia Eksner Annenberg Hall Room 235 2120 Campus Drive Evanston, IL 60208-0001 Phone: (847) 497-5801 Fax: (847) 491-8999

Curriculum Vitae

View Julia Eksner's CV.

Research/Scholarship
Education

Year		Degree		Institution
2007		PhD, Learning Sciences		Northwestern University
2004		MA, Education and Social Policy Learning Sciences		Northwestern University
2001		Magistra Artium		Free University of Berlin, Department of Anthropology
1998		Visiting Scholar		University of Chicago, Department of Anthropology

Dissertation

Year	Title
2007	Self-Regulation in Context. An Ecocultural Perspective on Self-Regulation during Problem-Solving

Selected Publications

Eksner, H. Julia and M. F. Orellana (In Press/Under Review). Para-Phrasing in the Zone of Proximal Development. Latino Child Translators and the Co-Construction of Knowledge. under review.

Orellana, Marjorie F., Eksner, H. Julia (2006). Power in Cultural Modeling: Building on the Bilingual Language Practices of Immigrant Youth in Germany and the U.S. in C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, and D. L. Schaller, eds. , National Reading Conference Yearbook, 55.
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Eksner, H. Julia and M. F. Orellana (2005). Liminality as Linguistic Process. Immigrant Youths' Experiences of Language in Germany and the USA in Knoerre, Jacqueline, Childhood and Migration: 175-206.
( Download )

Eksner, H. Julia (2005). Ghetto Ideologies, Youth Identities and Stylized Turkish German. Turkish Youths in Berlin-Kreuzberg. Elwert, G., L. Luehr, U. Luig, M. Schulz (Eds.), Spektrum. Berliner Reihe zu Gesellschaft, Wirtschaft und Politik in Entwicklungslaendern. Volume 91.

Eksner, Julia and T. Muecke (2002). “Roma”, “Sinti”, “nomad”, “nomadic camp” in Guido Bolaffi et al., Dictionary of Race, Ethnicity and Culture.

Selected Presentations

Eksner, H. Julia (March, 2007). Cultural Resources in Emotion Regulation. The Role of Immigrant Adolescents’ Identity Orientations. Poster presented at the Third Interdisciplinary Conference of the Foundation for Psychological Research/University of California Los Angeles: Seven Dimensions of Emotion. Integrating Biological, Clinical, and Cultural Perspectives. Los Angeles, CA.

Eksner, H. Julia (July, 2006). Stress, Affect and the Biophysiological Stress Response During Problem-Solving. Paper presented at the International Conference of the Stress and Anxiety Research Association. Rethymnon, Crete, Greece.

Eksner, H. Julia (May, 2006). Stress, Self-Regulation and Problem-Solving. U. S. Immigrant Adolescents’ Learning and Development. Paper presented at the Cognitive Science Festival, Northwestern University. Evanston, IL.

Eksner, H. Julia, Orellana, M. F. (December, 2005). Mediation and Contestation: Bilingual Linguistic Practices and Power among Minority Youths in Germany and the United States.. Paper presented at the National Reading Conference Panel: Cultural Modeling as an Ecological Framework for Understanding the Social and Cultural Contexts of Literacy Learning and Teaching. Miami.

Eksner, H. Julia (November, 2005). Stress and Learning: Understanding Refugee Youths´ Experiences in US Schools. Poster presentation at the annual conference of the International Society for Traumatic Stress Studies. Toronto.

Eksner, H. Julia (May, 2005). Paraphrasing in the Zone of Proximal Development. Latino Child Translators and the Co-construction of Knowledge. Paper presented at the Midwestern Conference for Cognition, Language and Culture. Evanston, IL.

Rydberg, T., Liautaud, Joan, Eksner, H. Julia (October, 2004). When Art Education meets Literacy Learning. Addressing the emotional and educational needs of refugee youths. Paper presented at the October 2004 RCSIG Conference “Challenges and Opportunities in Educating Refugee Children”. Chicago, IL.

Eksner, H. Julia (July, 2003). Language Ideologies and Stylized Turkish German among Turkish Youths in Berlin-Kreuzberg . Paper presented at the 8th International Pragmatics Conference. Toronto, Canada.

Research Interests

I am interested in the complex conjunction of factors that influence the learning and development of immigrant and minority children and youths. My theoretical focus is in the intersection of culture, cognition and development, in particular sociocultural and ecocultural approaches to cognition. I also work on bilingual language practices of immigrant youths and how they are related to social positioning, power, and immigrant identity constructions and have a strong applied interest in literacy learning of bilingual youths. In my future work I am interested in studying the emergence of affective knowledge across childhood and adolescence. I am interested in the process of cultural transmission of affective knowledge and associated practices, i.e. how individuals learn how to interpret sensations as particular emotions, and how to know when and how to regulate these emotions.

Lab Affiliations

Latino Children as Family Translators: Links to Literacy
Stress and Development Lab
Cultural Modeling Group

Professional
Works In Progress

2007		Self-Regulation in Context. An Ecocultural Perspective on Self-Regulation during Problem Solving. This dissertation provides an ecocultural perspective on the process of self-regulation during problem-solving. While the role of social context, such as stress and resources, has been identified as critical in its influence on different dimensions of adolescent development, research on its effect on cognitive self-regulation is lacking. Cognitive self-regulation is typically not considered subject to developmental processes, and is rather seen as trait-like. This study explores the relationship between social context and self-regulation in a group of urban immigrant adolescents exposed to multiple stressors in their lives. I present an analysis of the influence of immigrant adolescents’ experiences of social context on their self-regulation during problem-solving in school, and consider the role of momentary and trait affect in this process. In addition to considering experiences of stress and support in adolescent lives as important forms of such social context experiences, I also provide a preliminary consideration of the role of cultural resources, practices and beliefs in this process.
2007		StreetGriot: The Literacy Approach in Video Education Autobiographical storytelling was adapted for a combined approach to video art education and literacy learning. This approach to video education creates an environment that encourages both applied and academic learning and emotional and social development. StreetGriot offers tools for educators working with immigrant youths and for educators who are addressing issues related to identity, literacy and digital media skills in their work. A series of interventions with this curriculum is currently being implemented in Berlin, Germany. The current intervention consists of video education work with Turkish immigrant teenagers in Berlin who are completing their vocational apprenticeships.
2007		PostDoc Empirical Education Research I am presently doing a PostDoc in Empirical Education Research at the Free University of Berlin (Germany). My contact information is: Free University of Berlin Empirical Education Research Department of Education and Psychology Habelschwerdter Allee 45/ KL 24 320 Germany - 12047 Berlin Tel.: +49-30-838 540 86 eMail: eksner@zedat.fu-berlin.de