Equal but different: Effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms.

Abstract

Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity.¹ (PsycINFO Database Record

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

“…Supporting Hypothesis 3, a classroom climate of multiculturalism was positively related to students’ CQ. This is in line with previous theory and research suggesting that learning about diversity is related to positive intergroup attitudes (Schwarzenthal et al., ; Verkuyten & Thijs, ), as well as to intercultural knowledge, understanding, and interculturally competent behavior (e.g., Gurin et al., ). However, in Study 2 the effects were smaller than expected since multiculturalism was neither related to students’ motivational CQ, nor to their performance in the SJTs.…”

“…A large proportion of outgroup members may induce feelings of threat and thus lead to more negative intergroup attitudes (Schmid, Al Ramiah, & Hewstone, 2014;Taylor, 1998) or may increase opportunities for intergroup contact (Blau, 1977) and thus lead to more positive intergroup attitudes (Allport, 1954;Pettigrew & Tropp, 2008) and intercultural learning (Gurin et al, 2002). Studies examining relations between the ethnic composition of college or high school classrooms and intergroup attitudes and intercultural learning have come to mixed conclusions-level of classroom diversity was sometimes unrelated, and sometimes positively related to intercultural learning outcomes (e.g., Denson & Chang, 2008;Rothman, 2003;Schwarzenthal, Schachner, Van de Vijver, & Juang, 2018;Terenzini, Cabrera, Colbeck, Bjorklund, & Parente, 2001). It has been argued that the way schools or classrooms approach cultural diversity is crucial in determining intergroup attitudes and intercultural skills (Schwarzenthal et al, 2018;Thijs & Verkuyten, 2014).…”

“…This may be due to differential treatment that students receive in the same classroom, and to students’ idiosyncratic interpretations of experiences (Wang & Degol, ). For example, cultural minority members tend to perceive a more negative climate of contact and cooperation in the classroom than cultural majority members (Byrd, ; Schwarzenthal et al., ). Consequently, effects of individually perceived classroom diversity climate on intergroup and psychological outcomes are usually stronger than the effects of the aggregated diversity climate (Schachner et al., ; Schwarzenthal et al., ).…”

“…For example, cultural minority members tend to perceive a more negative climate of contact and cooperation in the classroom than cultural majority members (Byrd, ; Schwarzenthal et al., ). Consequently, effects of individually perceived classroom diversity climate on intergroup and psychological outcomes are usually stronger than the effects of the aggregated diversity climate (Schachner et al., ; Schwarzenthal et al., ). In this research, we will therefore investigate effects of the individually perceived as well as of the classroom‐aggregated climate.…”

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

“…Such a climate has been associated with a higher likelihood of interethnic friendships (Schachner et al, 2015), better intergroup attitudes and less perceived discrimination (Schwarzenthal, Schachner, van de Vijver, & Juang, 2017), as well as better achievement, school engagement, and psychological school adjustment (Schachner et al, 2016;Schachner, Schwarzenthal, et al, 2017). It can also buffer the negative effects of stereotype threat .…”