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Cultural Diversity Climate and Psychological Adjustment at School—Equality and Inclusion Versus Cultural Pluralism
Author(s) -
Schachner Maja K.,
Noack Peter,
Van de Vijver Fons J. R.,
Eckstein Katharina
Publication year - 2016
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12536
Subject(s) - acculturation , psychology , cultural pluralism , cultural diversity , inclusion (mineral) , immigration , diversity (politics) , multilevel model , multiculturalism , social psychology , cultural assimilation , developmental psychology , ethnic group , sociology , pedagogy , political science , machine learning , anthropology , computer science , law
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 = 10.49 years) 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.