TY  - GEN
A1  - Schwarzenthal, Miriam
A1  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - Van De Vijver, Fons J. R.
T1  - Reaping the benefits of cultural diversity
BT  - classroom cultural diversity climate and students’ intercultural competence
T2  - Postprints der Universität Potsdam Humanwissenschaftliche Reihe
N2  - Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color‐evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non‐immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 581 
KW  - color‐evasion
KW  - contact
KW  - intercultural competence
KW  - multiculturalism
KW  - school climate
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-437502
SN  - 1866-8364
IS  - 581
ER  - 
TY  - GEN
A1  - Vietze, Jana
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
T1  - Peer cultural socialisation
BT  - a resource for minority students’ cultural identity, life satisfaction, and school values
T2  - Postprints der Universität Potsdam Humanwissenschaftliche Reihe
N2  - This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 557 
KW  - peer cultural socialisation
KW  - cultural identity
KW  - cultural minority youth
KW  - life satisfaction
KW  - school motivation
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-433433
SN  - 1866-8364
IS  - 557
SP  - 579
EP  - 598
ER  -