Cultural diversity in the classroom and its effects on academic performance. A cross-national perspective.

Autor/inn/en	Konan, Paul N'Dri; Chatard, Armand; Selimbegovic, Leila; Mugny, Gabriel
Titel	Cultural diversity in the classroom and its effects on academic performance. A cross-national perspective.
Quelle	In: Social psychology, 41 (2010) 4, S. 230-237Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1864-9335; 2151-2590
DOI	10.1027/1864-9335/a000031
Schlagwörter	Soziokultureller Faktor; Mathematikunterricht; Schulleistung; Migration; Soziokultureller Faktor; Interkulturalität; Schulleistung; Schülerleistung; Interkulturalität; Interkulturelle Differenz; Lesefertigkeit; Mathematikunterricht; Mathematische Kompetenz; Migration
Abstract	Examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations, drawing on data (3 waves - 2001, 2006, and 2007) from the Organization for Economic Cooperation and Development's Program for International Student Assessment (OECD/PISA). In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students' academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2011/2