@article{AralSchachnerJuangetal.2022,
  author    = {Aral, Tuğ{\c{c}}e and Schachner, Maja K. and Juang, Linda P. and Schwarzenthal, Miriam},
  title     = {Cultural diversity approaches in schools and adolescents' willingness to support refugee youth},
  series = {British journal of educational psychology / British Psychological Society},
  volume    = {92},
  journal   = {British journal of educational psychology / British Psychological Society},
  number    = {2},
  publisher = {Wiley-Blackwell},
  address   = {Oxford},
  issn      = {0007-0998},
  doi       = {10.1111/bjep.12458},
  pages     = {772 -- 799},
  year      = {2022},
  abstract  = {Background Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with adolescents' intergroup relations. Aim We examined the link between two sub-dimensions of cultural diversity approaches (i.e., equal treatment; heritage and intercultural learning) and adolescents' prosocial intentions and behaviour towards refugee youth. Then, we explored the mediating role of identity inclusiveness (i.e., perceived similarity of the self with others). Sample and methods We sampled culturally diverse eighth grade adolescents from 54 classrooms in Berlin (N = 503, M-age = 13.76 years, 50.6\% female). Surveys measured perceived cultural diversity norms, adolescents' perceived identity inclusiveness with refugee youth, prosocial intentions to support refugee youth, and willingness to donate to a project for refugee youth. Results Multilevel models revealed that adolescents' perception of heritage and intercultural learning predicted adolescents' prosocial intentions towards refugee youth, but not their willingness to donate. Equal treatment was not a significant predictor of adolescents' prosocial intentions towards refugee youth, or their willingness to donate. Identity inclusiveness did not mediate the relation between cultural diversity approaches and prosocial intentions. However, identity inclusiveness did positively relate adolescents' prosocial intentions and willingness to donate. Conclusions We conclude that culturally diverse schools that engage in heritage and intercultural learning might help to promote positive relations between local and refugee youth in schools and society. Fostering inclusive identities may enhance local adolescent's prosocial intention and behaviour.},
  language  = {en}
}
@article{SchwarzenthalJuangMoffittetal.2022,
  author    = {Schwarzenthal, Miriam and Juang, Linda P. and Moffitt, Ursula and Schachner, Maja K.},
  title     = {Critical consciousness socialization at school},
  series = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence},
  volume    = {32},
  journal   = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {1050-8392},
  doi       = {10.1111/jora.12713},
  pages     = {1452 -- 1469},
  year      = {2022},
  abstract  = {Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity.},
  language  = {en}
}
@article{SchachnerSchwarzenthalMoffittetal.2021,
  author    = {Schachner, Maja K. and Schwarzenthal, Miriam and Moffitt, Ursula and Civitillo, Sauro and Juang, Linda},
  title     = {Capturing a nuanced picture of classroom cultural diversity climate},
  series = {Contemporary educational psychology},
  volume    = {65},
  journal   = {Contemporary educational psychology},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0361-476X},
  doi       = {10.1016/j.cedpsych.2021.101971},
  pages     = {14},
  year      = {2021},
  abstract  = {As cultural diversity is increasing around the globe, a more nuanced understanding of the cultural diversity climate in classroom settings is needed, including how its different aspects relate to student outcomes. We developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism, which has not been studied in the school context before. We then studied associations with intergroup relations, socio-emotional adjustment, and school achievement among students of immigrant and non-immigrant background at the individual and classroom levels. The scale includes six subscales in the two broad dimensions of equality and inclusion: contact and cooperation, (un)equal treatment, and color-evasion, and cultural pluralism: heritage and intercultural learning, critical consciousness, and polyculturalism. Using data from 1,335 secondary school students in Germany (Mage = 14.7; 51\% male; 51\% immigrant background), the scale demonstrated measurement invariance by immigrant background, gender, and school track, and reliability at individual and classroom levels. A more positive diversity climate, with better intercultural relations (equality and inclusion) and more opportunities to learn about cultural diversity (cultural pluralism), was associated with more positive student outcomes. Interestingly, polyculturalism was not associated with negative effects observed for other facets of cultural pluralism. Relations for different climate aspects also varied by outcome and students' immigrant background. This underscores the importance of a nuanced perspective when evaluating different approaches to cultural diversity in context.},
  language  = {en}
}