TY  - JOUR
A1  - Aral, Tuğçe
A1  - Schachner, Maja K.
A1  - Juang, Linda P.
A1  - Schwarzenthal, Miriam
T1  - Cultural diversity approaches in schools and adolescents’ willingness to support refugee youth
JF  - British journal of educational psychology / British Psychological Society
N2  - 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.
KW  - equal treatment
KW  - heritage and intercultural learning
KW  - prosocial
KW  - intentions
KW  - prosocial behaviour
KW  - identity inclusiveness
KW  - refugee youth
Y1  - 2021
U6  - https://doi.org/10.1111/bjep.12458
SN  - 0007-0998
SN  - 2044-8279
VL  - 92
IS  - 2
SP  - 772
EP  - 799
PB  - Wiley-Blackwell
CY  - Oxford
ER  -