Cultural diversity climate and psychological adjustment at school - equality and inclusion versus cultural pluralism.

Autor/inn/en	Schachner, Maja K.; Noack, Peter; Vijver, Fons J. R. van de; Eckstein, Katharina
Titel	Cultural diversity climate and psychological adjustment at school - equality and inclusion versus cultural pluralism. Gefälligkeitsübersetzung: Kulturelles Diversitätsklima und psychologische Anpassung in der Schule: Gleichheit und Inklusion versus kultureller Pluralismus.
Quelle	In: Child development, 87 (2016) 4, S. 1175-1191Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0009-3920; 1467-8624
DOI	10.1111/cdev.12536
Schlagwörter	Akkulturation; Anpassung; Kindheit; Kind; Schule; Schüler; Interkulturelle Differenz; Multikulturalität; Einwanderung; Kulturvielfalt; Inklusion (Soziologie); Entwicklung; Vielfalt
Abstract	Examined the 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 (mean age 10 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/1