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
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  -