The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation

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

“…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 .…”

“…Yet, at classroom level, equality and inclusion also had a negative effect on students' ethnic orientation, thereby promoting assimilation. Byrd (2015) distinguished between perceived interpersonal interactions (characterized by equality and inclusion) and school racial socialization (reflecting a cultural pluralism perspective). Interactions characterized by equality and inclusion as well as the socialization of cultural pluralism were associated with a higher sense of school belonging and intrinsic motivation amongst ethnic minority students in the US.…”

Race, Exclusionary Discipline, and Connectedness to Adults in Secondary Schools

“…In the case of school discipline, punitive consequences may be perceived as unfair by students of color if taken-for-granted notions of legitimate or appropriate behavior are not made explicit to all students and only recognized when norms are breached (Monroe, 2006;Morris, 2005). From a cultural ecology lens, racial disproportionalities in exclusionary discipline may reduce connectedness among students of color if they are understood as a signal of discrimination against one's self or group(s) of which one is a member (Byrd, 2015;Dotterer, McHale & Crouter, 2009;Mattison & Aber, 2007;Smalls, White, Chavous & Sellers, 2007).…”

Contextual Conditions for Acculturation and Adjustment of Adolescent Immigrants – Integrating Theory and Findings

“…Concerning direct effects on adjustment, research from North America shows that a curriculum that is meaningful to students' cultural background and involves under-represented groups can promote academic motivation and interest, and it can support school belonging amongst ethnic minority students (Graham & Taylor, 2002;Roeser, Eccles, & Sameroff, 2000). Perceived support for multiculturalism at school was also associated with lower levels of perceived discrimination and delinquency, higher academic aspirations and achievement, and better socio-emotional adjustment amongst immigrant and ethnic minority students (Brand et al, 2003;Brown & Chu, 2012;Byrd, 2015). European studies showed that intercultural education can reduce racial bias (Verkuyten & Thijs, 2001) and promote the psychological adjustment (general life satisfaction and self-efficacy) of adolescent immigrants (Haenni Hoti et al, 2013).…”