Inclusive Education.
Department of Culture Studies, Tilburg University.
Cultur Divers Ethnic Minor Psychol. 2018 Apr;24(2):260-271. doi: 10.1037/cdp0000173. Epub 2017 Sep 4.
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.
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.
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.
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 (PsycINFO Database Record
综合群际接触和跨文化关系的研究，我们调查了两种文化多样性规范（平等/包容和文化多元主义）对具有移民和非移民背景的学生的群体取向和感知歧视的影响。
我们的样本包括德国的 1975 名六年级学生（M=11.53，SD=0.69，47%为女性），其中 1213 名（61%）具有移民背景，定义为至少有 1 位父母出生在不同的国家。共有 83 个原籍国。我们应用多层次框架评估个体和班级层面预测因素对群体间结果的影响，控制班级的民族构成、学校类型和个体层面的协变量。移民背景被视为一个调节变量。
两种文化多样性规范通常与更积极的群体间结果相关。在具有移民和非移民背景的学生中，一些关联的强度有所不同。非移民背景的学生中，平等/包容与更高的群体取向之间的关联更强，而移民背景的学生中，平等/包容与较低的感知歧视之间的关联更强。民族构成以及课堂综合多样性规范（多样性氛围）与结果变量的关系较弱。
平等/包容规范和文化多元主义规范可以为具有移民和非移民背景的学生之间的积极关系做出互补贡献。平等/包容规范促进积极的接触和平等的待遇，而文化多元主义规范则强调重视多样性也很重要。
