TY  - JOUR
A1  - Schachner, Maja Katharina
T1  - From equality and inclusion to cultural pluralism
BT  - evolution and effects of cultural diversity perspectives in schools
JF  - European journal of developmental psychology
N2  - 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.
KW  - Cultural diversity
KW  - school
KW  - adolescence
KW  - equality and inclusion
KW  - cultural pluralism
Y1  - 2017
U6  - https://doi.org/10.1080/17405629.2017.1326378
SN  - 1740-5629
SN  - 1740-5610
VL  - 16
IS  - 1
SP  - 1
EP  - 17
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Schwarzenthal, Miriam
A1  - Schachner, Maja Katharina
A1  - van de Vijver, Fons J. R.
A1  - Juang, Linda P.
T1  - Equal but Different
BT  - effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms
JF  - Cultural diversity & ethnic minority psychology : official journal of American Psychological Association Division 45
N2  - Objectives: Integrating research on intergroup contact and intercultural relations, we investigated effects of 2 types of cultural diversity norms (equality/inclusion and cultural pluralism) on outgroup orientation and perceived discrimination among students of immigrant and nonimmigrant background. Method: Our sample comprised 1,975 6th graders (M-age = 11.53, SDage = 0.69, 47% female) in Germany, of whom 1,213 (61%) were of immigrant background, defined as having at least 1 parent born in a different country. A total of 83 countries of origin were represented. We applied a multilevel framework to assess the impact of individual-level and class-level predictors on intergroup outcomes, controlling for the classroom ethnic composition, school track, and individual-level covariates. Immigrant background was treated as a moderator. Results: The 2 types of cultural diversity norms were generally associated with more positive intergroup outcomes. Some of the associations differed in strength between students of immigrant and nonimmigrant background. There were stronger associations of equality/inclusion with higher outgroup orientation among students of nonimmigrant background and with lower perceived discrimination among students of immigrant background. Ethnic composition, as well as the classroom-aggregated diversity norms (diversity climate) showed weaker relations with the outcome variables. Conclusions: 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
KW  - cultural diversity
KW  - multiethnic classrooms
KW  - intergroup relations
KW  - equality
KW  - cultural pluralism
Y1  - 2018
U6  - https://doi.org/10.1037/cdp0000173
SN  - 1099-9809
SN  - 1939-0106
VL  - 24
IS  - 2
SP  - 260
EP  - 271
PB  - American Psychological Association
CY  - Washington
ER  -