Cultural Diversity Climate and Psychological Adjustment at School—Equality and Inclusion Versus Cultural Pluralism

Abstract

The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (Mage = 10.49 years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed.

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

“…One study also looked at effects on interethnic relations . Schachner et al (2016) found a positive effect of individually perceived support for equality and inclusion and cultural pluralism at school on psychological school adjustment amongst early-adolescent immigrants in Germany. While the effect of perceived equality and inclusion was mediated by students' orientation towards the mainstream culture, perceived the effect of perceived cultural pluralism was mediated by students' orientation towards the ethnic culture.…”

“…Such a perspective of equality and inclusion is not the same as colour-blindness. Yet, it may imply colour-blindness if cultural differences are neglected in order to treat everyone equally and promote the adoption of the mainstream culture amongst immigrant and ethnic minority students (Schachner, Noack, Van de Vijver, & Eckstein, 2016).…”

“…A better cultural diversity climate was associated with higher student selfexpectations and academic aspirations, yet effects were stronger amongst minority students. Most of the studies that simultaneously investigated and explicitly distinguished between the two approaches focussed on their indirect effects on school-related outcomes (psychological adjustment, engagement and achievement) through identity-related mediators (Byrd, 2015;Celeste, Baysu, Meeussen et al, 2016;Schachner, Schwarzenthal, Van de Vijver, & Noack, 2017;Schachner et al, 2016). One study also looked at effects on interethnic relations .…”

Introduction to the International Study of Civic and Citizenship Education

“…In this context, school and teaching policies and practices inclusion; and an emphasis on valuing diversity (Ely & Thomas, 2001). Although schools and systems appear to combine elements of each approach, valuing diversity appears to promote student motivation and school belonging (Schachner et al, 2016). …”

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

“…In addition, schools should acknowledge the diverse backgrounds of students in the classroom and provide space for discussions about cultural diversity and ethnic identity exploration. Such a climate of cultural pluralism has mainly been associated with positive psychological outcomes, such as higher academic self-concept and academic motivation, better well-being, and fewer disruptive or delinquent behaviors and mental health problems (Schachner et al, 2016). Both of these aspects of cultural diversity climate promote positive outcomes through a strengthened sense of school belonging among immigrant-background students (Heikamp, van Laar, Verschueren, & Phalet, 2016;Schachner, Schwarzenthal, et al, 2017).…”