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Equal but Different
(2018)
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
Feeling Half-Half?
(2018)
Growing up in multicultural environments, Turkish-heritage individuals in
Europe face specific challenges in combining their multiple cultural iden-
tities to form a coherent sense of self. Drawing from social identity com-
plexity, this study explores four modes of combining cultural identities and
their variation in relational contexts. Problem-centered interviews with
Turkish-heritage young adults in Austria revealed the preference for com-
plex, supranational labels, such as multicultural. Furthermore, most partici-
pants described varying modes of combining cultural identities over time
and across relational contexts. Social exclusion experiences throughout
adolescence related to perceived conflict of cultural identities, whereas
multicultural peer groups supported perceived compatibility of cultural
identities. Findings emphasize the need for complex, multidimensional
approaches to study ethnic minorities’ combination of cultural identities.
Feeling Half-Half?
(2018)
Growing up in multicultural environments, Turkish-heritage individuals in Europe face specific challenges in combining their multiple cultural identities to form a coherent sense of self. Drawing from social identity complexity, this study explores four modes of combining cultural identities and their variation in relational contexts. Problem-centered interviews with Turkish-heritage young adults in Austria revealed the preference for complex, supranational labels, such as multicultural. Furthermore, most participants described varying modes of combining cultural identities over time and across relational contexts. Social exclusion experiences throughout adolescence related to perceived conflict of cultural identities, whereas multicultural peer groups supported perceived compatibility of cultural identities. Findings emphasize the need for complex, multidimensional approaches to study ethnic minorities’ combination of cultural identities.
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.
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.
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.
Für ein besseres Miteinander
(2022)
Help or hindrance?
(2018)
We examined the interplay between perceived ethnic discrimination (PED) as a risk factor, and cross-ethnic friendships as a protective factor in culturally diverse classrooms, and how they relate to the socioemotional adjustment of ethnic minority boys and girls. We conducted multi-level analyses of 327 Turkish-heritage ethnic minority early-adolescents in Germany (62 classrooms; M-age = 11.59 years, SDage = 0.76). Higher rates of PED were associated with more depressive symptoms and disruptive behaviors and lower general life satisfaction-though these effects differed by gender. Unexpectedly, cross-ethnic friendships with ethnic majority peers exacerbated the negative effects of PED on socioemotional adjustment. This effect was decreased, though, when adolescents perceived the classroom climate to be supportive of intergroup contact toward majority-minority cross-ethnic friendships. Supportive classroom climate also buffered the effects of PED for youth with minority cross-ethnic friends. Results indicate the need to differentiate types of cross-ethnic relationships and account for the intergroup climate.
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.
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