@article{Schachner2017, author = {Schachner, Maja Katharina}, title = {From equality and inclusion to cultural pluralism}, series = {European journal of developmental psychology}, volume = {16}, journal = {European journal of developmental psychology}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1740-5629}, doi = {10.1080/17405629.2017.1326378}, pages = {1 -- 17}, year = {2017}, abstract = {Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.}, language = {en} } @article{JuangSchachner2020, author = {Juang, Linda P. and Schachner, Maja Katharina}, title = {Cultural diversity, migration and education}, series = {International journal of psychology}, volume = {55}, journal = {International journal of psychology}, number = {5}, publisher = {Wiley-VCH}, address = {Chichester}, issn = {0020-7594}, doi = {10.1002/ijop.12702}, pages = {695 -- 701}, year = {2020}, abstract = {Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51\% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues.}, language = {en} } @article{CivitilloSchachnerJuangetal.2017, author = {Civitillo, Sauro and Schachner, Maja Katharina and Juang, Linda P. and van de Vijver, Fons J. R. and Handrick, Anna and Noack, Peter}, title = {Towards a better understanding of cultural diversity approaches at school}, series = {Learning, Culture and Social Interaction}, volume = {12}, journal = {Learning, Culture and Social Interaction}, publisher = {Elsevier}, address = {Oxford}, issn = {2210-6561}, doi = {10.1016/j.lcsi.2016.09.002}, pages = {1 -- 14}, year = {2017}, abstract = {The current study investigates two types of cultural diversity approaches at school, namely (1) fostering equality and (2) promoting cultural pluralism. Adopting a mixed-methods design, this study assesses teachers' (n = 207) and students' (n = 1,644) self-reported perceptions of descriptive norms and evaluates school practices and artefacts in the physical and virtual environment of 22 secondary schools in south-west Germany. Results showed that in all schools under investigation teachers and students perceived descriptive norms fostering mostly equality. A wide variety of practices and artefacts was found, revealing a third distinct cultural approach leaning towards endorsing the majority culture. Different practices and artefacts were linked to an emphasis on equality, cultural pluralism, and endorsing the majority culture. Implications for educational policy, as well as applied diversity research, are discussed.}, language = {en} } @misc{CivitilloJuangSchachner2018, author = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja Katharina}, title = {Challenging beliefs about cultural diversity in education}, series = {Educational Research Review}, volume = {24}, journal = {Educational Research Review}, publisher = {Elsevier}, address = {Oxford}, issn = {1747-938X}, doi = {10.1016/j.edurev.2018.01.003}, pages = {67 -- 83}, year = {2018}, abstract = {Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers' beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail the methodological strengths and weaknesses of these studies. A total of 36 studies published between 2005 and 2015 that used a longitudinal assessment of cultural diversity beliefs were reviewed. The collective results of these studies indicate a large variance amongst trainings, with experiential learning shifting cultural diversity beliefs positively. However, existing studies have significant limitations in the study design and training evaluation that hinder their conclusions regarding internal and external validity and point towards new directions for future research.}, language = {en} } @article{CivitilloJuangBadraetal.2018, author = {Civitillo, Sauro and Juang, Linda P. and Badra, Marcel and Schachner, Maja Katharina}, title = {The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection}, series = {Teaching and Teacher Education}, volume = {77}, journal = {Teaching and Teacher Education}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2018.11.002}, pages = {341 -- 351}, year = {2018}, abstract = {This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.}, language = {en} }