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  - 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
JF  - Intercultural Education
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.
KW  - Peer cultural socialisation
KW  - cultural identity
KW  - cultural minority youth
KW  - life satisfaction
KW  - school motivation
Y1  - 2019
U6  - https://doi.org/10.1080/14675986.2019.1586213
SN  - 1467-5986
SN  - 1469-8439
VL  - 30
IS  - 5
SP  - 579
EP  - 598
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  -