TY  - GEN
A1  - Schachner, Maja Katharina
A1  - He, Jia
A1  - Heizmann, Boris
A1  - Van de Vijver, Fons J. R.
T1  - Acculturation and School Adjustment of Immigrant Youth in Six European Countries
BT  - Findings from the Programme for International Student Assessment (PISA)
N2  - School adjustment determines long-term adjustment in society. Yet, immigrant youth do better in some countries than in others. Drawing on acculturation research (Berry, 1997; Ward, 2001) and self-determination theory (Ryan and Deci, 2000), we investigated indirect effects of adolescent immigrants’ acculturation orientations on school adjustment (school-related attitudes, truancy, and mathematics achievement) through school belonging. Analyses were based on data from the Programme for International Student Assessment from six European countries, which were combined into three clusters based on their migrant integration and multicultural policies: Those with the most supportive policies (Belgium and Finland), those with moderately supportive policies (Italy and Portugal), and those with the most unsupportive policies (Denmark and Slovenia). In a multigroup path model, we confirmed most associations. As expected, mainstream orientation predicted higher belonging and better outcomes in all clusters, whereas the added value of students’ ethnic orientation was only observed in some clusters. Results are discussed in terms of differences in acculturative climate and policies between countries of settlement.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 318 
KW  - acculturation
KW  - adolescent immigrants
KW  - cross-cultural comparison
KW  - multicultural policy
KW  - school adjustment
Y1  - 2017
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-395237
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - Noack, Peter
A1  - Van de Vijver, Fons J. R.
A1  - Eckstein, Katharina
T1  - Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism
JF  - Child development
N2  - The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (M-age=10.49years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed.
Y1  - 2016
U6  - https://doi.org/10.1111/cdev.12536
SN  - 0009-3920
SN  - 1467-8624
VL  - 87
SP  - 1175
EP  - 1191
PB  - Wiley
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - He, Jia
A1  - Van de Vijver, Fons J. R.
A1  - Fetvadjiev, Velichko H.
A1  - Dominguez Espinosa, Alejandra de Carmen
A1  - Adams, Byron
A1  - Alonso-Arbiol, Itziar
A1  - Aydinli-Karakulak, Arzu
A1  - Buzea, Carmen
A1  - Dimitrova, Radosveta
A1  - Fortin, Alvaro
A1  - Hapunda, Given
A1  - Ma, Sang
A1  - Sargautyte, Ruta
A1  - Sim, Samantha
A1  - Schachner, Maja Katharina
A1  - Suryani, Angela
A1  - Zeinoun, Pia
A1  - Zhang, Rui
T1  - On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures
JF  - European journal of personality
N2  - This study aims to evaluate a number of procedures that have been proposed to enhance cross-cultural comparability of personality and value data. A priori procedures (anchoring vignettes and direct measures of response styles (i.e. acquiescence, extremity, midpoint responding, and social desirability), a posteriori procedures focusing on data transformations prior to analysis (ipsatization and item parcelling), and two data modelling procedures (treating data as continuous vs as ordered categories) were compared using data collected from university students in 16 countries. We found that (i) anchoring vignettes showed lack of invariance, so they were not bias-free; (ii) anchoring vignettes showed higher internal consistencies than raw scores where all other correction procedures, notably ipsatization, showed lower internal consistencies; (iii) in measurement invariance testing, no procedure yielded scalar invariance; anchoring vignettes and item parcelling slightly improved comparability, response style correction did not affect it, and ipsatization resulted in lower comparability; (iv) treating Likert-scale data as categorical resulted in higher levels of comparability; (v) factor scores of scales extracted from different procedures showed similar correlational patterning; and (vi) response style correction was the only procedure that suggested improvement in external validity of country-level conscientiousness. We conclude that, although no procedure resolves all comparability issues, anchoring vignettes, parcelling, and treating data as ordered categories seem promising to alleviate incomparability. We advise caution in uncritically applying any of these procedures. Copyright (c) 2017 European Association of Personality Psychology
KW  - personality
KW  - values
KW  - anchoring vignettes
KW  - response styles
KW  - score standardization
KW  - parcelling
Y1  - 2017
U6  - https://doi.org/10.1002/per.2132
SN  - 0890-2070
SN  - 1099-0984
VL  - 31
SP  - 642
EP  - 657
PB  - Wiley
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - He, Jia
A1  - Heizmann, Boris
A1  - Van de Vijver, Fons J. R.
T1  - Acculturation and School Adjustment of Immigrant Youth in Six European Countries: Findings from the Programme for International Student Assessment (PISA)
JF  - Frontiers in psychology
KW  - adolescent immigrants
KW  - acculturation
KW  - multicultural policy
KW  - cross-cultural comparison
KW  - school adjustment
Y1  - 2017
U6  - https://doi.org/10.3389/fpsyg.2017.00649
SN  - 1664-1078
VL  - 8
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - Schwarzenthal, Miriam Jelena
A1  - van de Vijver, Fons J. R.
A1  - Noack, Peter
T1  - How all students can belong and achieve
BT  - Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany
JF  - The journal of educational psychology
N2  - As schools are becoming more culturally diverse, it is crucial to understand how they can approach this diversity in ways that allow all students to feel included and do well. We focus on the manifestation of two related but distinct approaches to cultural diversity, namely equality and inclusion (i.e., promoting positive intergroup contact) and cultural pluralism (i.e., embracing students’ diverse cultural backgrounds as a resource), in the perceived classroom climate. Specifically, we test a model in which the link of cultural diversity climate at school and student outcomes (achievement, academic self-concept and general life satisfaction) is mediated by sense of school belonging, both at the individual and classroom level. Analyses are based on 1,971 students (61% of immigrant background; Mage = 11.53, SDage = 0.73, 52% male) in 88 culturally diverse classrooms in southwest Germany after their first year at secondary school. Individual- and classroom-level results suggest that both perceived equality and inclusion as well as cultural pluralism are positively associated with outcomes and this link is mediated by school belonging. There were no differences in the effects of (perceived) cultural diversity climate and school belonging between students of immigrant and nonimmigrant background, suggesting that dealing with cultural diversity in a constructive way is beneficial for all students attending multiethnic schools.
KW  - achievement
KW  - cultural diversity climate
KW  - life satisfaction
KW  - multiethnic schools
KW  - school belonging
Y1  - 2019
U6  - https://doi.org/10.1037/edu0000303
SN  - 0022-0663
SN  - 1939-2176
VL  - 111
IS  - 4
SP  - 703
EP  - 716
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - Van de Vijver, Fons J. R.
A1  - Noack, Peter
T1  - Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany
BT  - Conditions in School, Family, and Ethnic Group
JF  - The Journal of Early Adolescence
N2  - Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50% male; M-age = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed.
KW  - acculturation
KW  - school adjustment
KW  - context
KW  - gender differences
Y1  - 2016
U6  - https://doi.org/10.1177/0272431616670991
SN  - 0272-4316
SN  - 1552-5449
VL  - 38
IS  - 3
SP  - 352
EP  - 384
PB  - Sage Publ.
CY  - Thousand Oaks
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - He, Jia
A1  - Heizmann, Boris
A1  - Van de Vijver, Fons J. R.
T1  - Acculturation and School Adjustment of Immigrant Youth in Six European Countries
BT  - Findings from the Programme for International Student Assessment (PISA)
JF  - Frontiers in psychology
N2  - School adjustment determines long-term adjustment in society. Yet, immigrant youth do better in some countries than in others. Drawing on acculturation research (Berry, 1997; Ward, 2001) and self-determination theory (Ryan and Deci, 2000), we investigated indirect effects of adolescent immigrants’ acculturation orientations on school adjustment (school-related attitudes, truancy, and mathematics achievement) through school belonging. Analyses were based on data from the Programme for International Student Assessment from six European countries, which were combined into three clusters based on their migrant integration and multicultural policies: Those with the most supportive policies (Belgium and Finland), those with moderately supportive policies (Italy and Portugal), and those with the most unsupportive policies (Denmark and Slovenia). In a multigroup path model, we confirmed most associations. As expected, mainstream orientation predicted higher belonging and better outcomes in all clusters, whereas the added value of students’ ethnic orientation was only observed in some clusters. Results are discussed in terms of differences in acculturative climate and policies between countries of settlement.
KW  - adolescent immigrants
KW  - acculturation
KW  - multicultural policy
KW  - cross-cultural comparison
KW  - school adjustment
Y1  - 2017
U6  - https://doi.org/10.3389/fpsyg.2017.00649
SN  - 1664-1078
VL  - 8
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Schwarzenthal, Miriam Jelena
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  - 
TY  - JOUR
A1  - Schwarzenthal, Miriam Jelena
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
A1  - van de Vijver, Fons J. R.
A1  - Handrick, Anna
T1  - From tolerance to understanding
BT  - exploring the development of intercultural competence in multiethnic contexts from early to late adolescence
JF  - Journal of community & applied social psychology
N2  - We investigated intercultural competence among immigrant and non-immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years (Mage = 13.69 years, SDage = 1.83). Intercultural competence was measured using a self-report questionnaire and situational judgment tests capturing the adolescents' interpretation of and reaction to intercultural conflicts. Intercultural contacts and ethnic identity exploration were measured using self-report questionnaires. Results showed that among immigrant and non-immigrant background adolescents, intercultural contact and ethnic identity exploration were positively related to different aspects of intercultural competence. As predicted, self-reported intercultural competence was unrelated to age in both groups, whereas this competence, as measured by the situational judgment tests, increased with age. Thus, learning about others (e.g., by engaging in intercultural contact) and learning about yourself (e.g., by exploring your own ethnic background) are both important for developing pivotal intercultural skills.
KW  - contact
KW  - cultural intelligence
KW  - ethnic identity
KW  - intercultural competence
KW  - multiethnic contexts
Y1  - 2017
U6  - https://doi.org/10.1002/casp.2317
SN  - 1052-9284
SN  - 1099-1298
VL  - 27
SP  - 388
EP  - 399
PB  - Wiley
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - Moffitt, Ursula Elinor
A1  - van de Vijver, Fons J. R.
T1  - Schools as acculturative and developmental contexts for youth of immigrant and refugee background
JF  - European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)
N2  - Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
KW  - youth of immigrant and refugee background
KW  - school
KW  - acculturation
KW  - adaptation
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414101
SN  - 1016-9040
SN  - 1878-531X
VL  - 23
IS  - 1
SP  - 44
EP  - 56
PB  - Hogrefe Publ.
CY  - Göttingen
ER  - 
TY  - GEN
A1  - Schwarzenthal, Miriam Jelena
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  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - Moffitt, Ursula Elinor
A1  - van de Vijver, Fons J. R.
T1  - Schools as acculturative and developmental contexts for youth of immigrant and refugee background
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 611 
KW  - youth of immigrant and refugee background
KW  - school
KW  - acculturation
KW  - adaptation
Y1  - 2020
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434082
SN  - 1866-8364
IS  - 611
SP  - 44
EP  - 56
ER  - 
TY  - JOUR
A1  - Schwarzenthal, Miriam Jelena
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
A1  - van de Vijver, Fons J. R.
T1  - A multimodal measure of cultural intelligence for adolescents growing up in culturally diverse societies
JF  - International Journal of Intercultural Relations
N2  - Adolescents growing up in culturally diverse societies need to develop intercultural competence. To better understand how to develop intercultural competence we need measures specifically relating to the everyday intercultural experiences of adolescents. However, few measures of intercultural competence are available for this target group. Based on the cultural intelligence (CQ) model (Earley & Ang, 2003), we developed a measure that combines a self-report questionnaire and situational judgment tests (SJTs). The latter comprise a brief description of intercultural situations, followed by questions asking the adolescents to interpret and provide a reaction to the situations. The reliability, factor structure, measurement equivalence, and validity of the new measure was tested in two samples of adolescents in culturally diverse regions in North Rhine-Westphalia (N = 631, 48% female, M-a(ge) = 13.69 years, SDage = 1.83) and Berlin (N = 1,335, 48% female, M-age = 14.69 years, SDage, = 0.74) in Germany. The self-report CQ scale showed good reliability and a four-dimensional factor structure with a higher-order CQ factor. The responses to the SJTs were coded based on a coding manual and the ratings loaded onto one factor. The measurement models showed metric to scalar measurement equivalence across immigrant background, gender, and grade. The CQ factor and the SJT factor were positively correlated with each other, as well as with related constructs such as openness, perspective-taking, and diversity beliefs. We conclude that the new measure offers a reliable and valid method to assess the intercultural competence of adolescents growing up in culturally diverse societies.
KW  - Cultural intelligence
KW  - Intercultural competence
KW  - Adolescents
Y1  - 2019
U6  - https://doi.org/10.1016/j.ijintrel.2019.07.007
SN  - 0147-1767
SN  - 1873-7552
VL  - 72
SP  - 109
EP  - 121
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Schwarzenthal, Miriam Jelena
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
A1  - van de Vijver, Fons J. R.
T1  - "When birds of a different feather flock together" - intercultural socialization in adolescents’ friendships
JF  - International Journal of Intercultural Relations
N2  - We conclude that intercultural friendships are associated with important skills that are needed in increasingly multicultural societies if students experience and discuss cultural variations in these friendships.
KW  - Intercultural friendships
KW  - Socialization
KW  - Intercultural competence
KW  - Cultural intelligence
KW  - Adolescents
Y1  - 2019
U6  - https://doi.org/10.1016/j.ijintrel.2019.07.001
SN  - 0147-1767
SN  - 1873-7552
VL  - 72
SP  - 61
EP  - 75
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Civitillo, Sauro
A1  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - van de Vijver, Fons J. R.
A1  - Handrick, Anna
A1  - Noack, Peter
T1  - Towards a better understanding of cultural diversity approaches at school
BT  - a multi-informant and mixed-methods study
JF  - Learning, Culture and Social Interaction
N2  - 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.
KW  - Cultural diversity
KW  - School
KW  - Equality
KW  - Pluralism
KW  - Mixed-methods
Y1  - 2017
U6  - https://doi.org/10.1016/j.lcsi.2016.09.002
SN  - 2210-6561
VL  - 12
SP  - 1
EP  - 14
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Schwarzenthal, Miriam Jelena
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
JF  - European journal of social psychology
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.
KW  - color-evasion
KW  - contact
KW  - intercultural competence
KW  - multiculturalism
KW  - school climate
Y1  - 2018
U6  - https://doi.org/10.1002/ejsp.2617
SN  - 0046-2772
SN  - 1099-0992
VL  - 50
IS  - 2
SP  - 323
EP  - 346
PB  - Wiley
CY  - Hoboken
ER  -