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Fons J. R. Van De Vijver - One of the best experts on this subject based on the ideXlab platform.
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Equal but different: Effects of equality/inclusion and Cultural Pluralism on intergroup outcomes in multiethnic classrooms.
Cultural diversity & ethnic minority psychology, 2017Co-Authors: Miriam Schwarzenthal, Maja K. Schachner, Fons J. R. Van De Vijver, Linda P. JuangAbstract: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 = 11.53, SD = 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 classroomaggregated 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..
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equal but different effects of equality inclusion and Cultural Pluralism on intergroup outcomes in multiethnic classrooms
Cultural Diversity & Ethnic Minority Psychology, 2017Co-Authors: Miriam Schwarzenthal, Maja K. Schachner, Fons J. R. Van De Vijver, Linda P. JuangAbstract: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 = 11.53, SD = 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 classroomaggregated 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..
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Cultural diversity climate and psychological adjustment at school equality and inclusion versus Cultural Pluralism
Child Development, 2016Co-Authors: Maja K. Schachner, Fons J. R. Van De Vijver, Peter Noack, Katharina EcksteinAbstract: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 (Mage = 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.
Maja K. Schachner - One of the best experts on this subject based on the ideXlab platform.
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From equality and inclusion to Cultural Pluralism
2018Co-Authors: Maja K. SchachnerAbstract: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.
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Equal but different: Effects of equality/inclusion and Cultural Pluralism on intergroup outcomes in multiethnic classrooms.
Cultural diversity & ethnic minority psychology, 2017Co-Authors: Miriam Schwarzenthal, Maja K. Schachner, Fons J. R. Van De Vijver, Linda P. JuangAbstract: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 = 11.53, SD = 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 classroomaggregated 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..
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equal but different effects of equality inclusion and Cultural Pluralism on intergroup outcomes in multiethnic classrooms
Cultural Diversity & Ethnic Minority Psychology, 2017Co-Authors: Miriam Schwarzenthal, Maja K. Schachner, Fons J. R. Van De Vijver, Linda P. JuangAbstract: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 = 11.53, SD = 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 classroomaggregated 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..
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Cultural diversity climate and psychological adjustment at school equality and inclusion versus Cultural Pluralism
Child Development, 2016Co-Authors: Maja K. Schachner, Fons J. R. Van De Vijver, Peter Noack, Katharina EcksteinAbstract: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 (Mage = 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.
Daphne J. Hill - One of the best experts on this subject based on the ideXlab platform.
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Black Youths' perceptions of school Cultural Pluralism, school climate and the mediating role of racial identity.
Journal of school psychology, 2020Co-Authors: Leann V. Smith, Ming-te Wang, Daphne J. HillAbstract:Abstract Researchers have become interested in the school climate experiences of Black youth given findings of less positive evaluations of school climate in comparison to their other-race peers. School support for Cultural Pluralism, also referred to as school support for Cultural diversity, has been regarded as one aspect of school climate, but is sometimes distinct from Black youth's ratings of general perceptions of school climate. This project sought to understand the relationship between Black students' perceptions of school support for Cultural Pluralism and perceptions of school climate. Structural equation modeling techniques were used to determine whether previous perceptions of school support for Cultural Pluralism predicted later perceptions of school climate in a sample of 336 Black adolescents (Mage = 13.74 years). Furthermore, racial identity was explored as the mechanism through which school support for Cultural Pluralism impacted school climate appraisals, and differences between Black boys (N = 151) and Black girls (N = 185) were tested. Results confirmed that Black youth who rated their school as being supportive of Culturally Pluralism had more positive ratings of school climate during the following school year after controlling for the previous year's school climate ratings. However, the mediating role of racial identity differed for Black boys and Black girls, underscoring the need for intersectional research for Black youth and the importance of racial identity. We conclude with a discussion regarding the importance of racial/ethnic identity and Pluralism within the school context, as well as, the unique role of school psychologists as preventionists and advocates of change within schools.
Peter A. Kraus - One of the best experts on this subject based on the ideXlab platform.
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Cultural Pluralism and european polity building
2003Co-Authors: Peter A. KrausAbstract:In view of the shortcomings of both 'Westphalian' and 'cosmopolitan' approaches to European integration, it seems advisable to follow a different path in order to grasp the relationship of political and Cultural identities in the European Union (EU). The regulation of Cultural Pluralism at the European level is characterized by the contradictions underlying the EU's institutional development. The principle of intergovernmentalism stresses the role of nation-states and tends to reaffirm the weight of national cultures. At the same time, however, European transnationalism offers possibilities for articulating Cultural identities below and beyond the nation-state, contributing to some extent to the 'denationalization' of political cultures. This can be illustrated with examples taken from the area of European language policy. In the process of constructing a European polity that is responsive to the challenges posed by Cultural diversity, the principle of subsidiarity still bears considerable normative potential.
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Cultural Pluralism and European Polity-Building
JCMS: Journal of Common Market Studies, 2003Co-Authors: Peter A. KrausAbstract:In view of the shortcomings of both 'Westphalian' and 'cosmopolitan' approaches to European integration, it seems advisable to follow a different path in order to grasp the relationship of political and Cultural identities in the European Union (EU). The regulation of Cultural Pluralism at the European level is characterized by the contradictions underlying the EU's institutional development. The principle of intergovernmentalism stresses the role of nation-states and tends to reaffirm the weight of national cultures. At the same time, however, European transnationalism offers possibilities for articulating Cultural identities below and beyond the nation-state, contributing to some extent to the 'denationalization' of political cultures. This can be illustrated with examples taken from the area of European language policy. In the process of constructing a European polity that is responsive to the challenges posed by Cultural diversity, the principle of subsidiarity still bears considerable normative potential. Copyright Blackwell Publishing Ltd 2003.
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"Cultural Pluralism and European polity-building: Neither Westphalia nor Cosmopolis"
2001Co-Authors: Peter A. KrausAbstract:In view of the shortcomings of both "Westphalian" and "Cosmopolitan" approaches to the EU, the paper will follow a different path and argue that the regulation of Cultural Pluralism at he European level is characterized by the contradictions underlying the EU's institutional development. The principle of intergovernmentalism stresses the role of nation-states and tends to reaffirm the weight of national cultures. At the same time, however, European transnationalism offers possibilities for articulating Cultural identities below and beyond the nation-state, contributing to some extent to the "denationalization" of political cultures. This is illustrated with examples taken from the area of European language policy. The last section of the paper deals with the potentials of a pluralist interpretation of the subsidiarity principle for inducing "reflexive identity management" in Europe.
Leann V. Smith - One of the best experts on this subject based on the ideXlab platform.
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Black Youths' perceptions of school Cultural Pluralism, school climate and the mediating role of racial identity.
Journal of school psychology, 2020Co-Authors: Leann V. Smith, Ming-te Wang, Daphne J. HillAbstract:Abstract Researchers have become interested in the school climate experiences of Black youth given findings of less positive evaluations of school climate in comparison to their other-race peers. School support for Cultural Pluralism, also referred to as school support for Cultural diversity, has been regarded as one aspect of school climate, but is sometimes distinct from Black youth's ratings of general perceptions of school climate. This project sought to understand the relationship between Black students' perceptions of school support for Cultural Pluralism and perceptions of school climate. Structural equation modeling techniques were used to determine whether previous perceptions of school support for Cultural Pluralism predicted later perceptions of school climate in a sample of 336 Black adolescents (Mage = 13.74 years). Furthermore, racial identity was explored as the mechanism through which school support for Cultural Pluralism impacted school climate appraisals, and differences between Black boys (N = 151) and Black girls (N = 185) were tested. Results confirmed that Black youth who rated their school as being supportive of Culturally Pluralism had more positive ratings of school climate during the following school year after controlling for the previous year's school climate ratings. However, the mediating role of racial identity differed for Black boys and Black girls, underscoring the need for intersectional research for Black youth and the importance of racial identity. We conclude with a discussion regarding the importance of racial/ethnic identity and Pluralism within the school context, as well as, the unique role of school psychologists as preventionists and advocates of change within schools.
