Expert Council of German Foundations on Integration and Migration, Berlin, Germany.
Ludwigsburg University of Education, Germany.
J Sch Psychol. 2019 Aug;75:1-7. doi: 10.1016/j.jsp.2019.06.001. Epub 2019 Aug 10.
In recent decades, classrooms in many countries have become more culturally diverse. However, students from ethnic minorities and students with immigrant backgrounds are at greater risk of lower social, psychological, and academic adjustment than their native peers. Therefore, schools all over the world are challenged by the question of how to help diverse students adjust to school independent of their ethnic background and family resources. The current special issue focuses on how schools and school psychologists can support positive interethnic attitudes and positive relationships in ethnically diverse classrooms as well as individual well-being, belonging, and academic achievement as different facets of school adjustment. The special issue includes three studies with empirical findings on the role of contextual and individual factors for school adjustment among minority and majority youth in diverse school contexts: Geerlings, Thjis, and Verkuyten study the modeling of outgroup attitudes via teachers' attitudes and more or less consistent behavior, Guerra, Rodrigues, Aguiar, Carmona, Alexandre, and Costa Lopes focus on the interplay of acculturation strategies and of perceived discrimination with school achievement and well-being. Caravita, Strohmeier, Salmivalli, and Di Blasio compare bullying and moral disengagement processes in majority and minority children. Five other studies report evaluations of evidence-based interventions that were tested among ethnically diverse youth in different school settings in two European countries, in Israel, and in the US - two on prejudice reduction (Brenick, Lawrence, Carvalheiro & Berger; Mäkinen, Liebkind, Jasinskaja-Lahti, & Renvik), and three on the effects of 'wise interventions' - self-affirmation and belonging interventions - on trust in teachers and behavioral conduct (Binning et al.), on students' sense of belonging and academic outcomes (Marksteiner, Janke, & Dickhäuser), and on math performance of students (Lokhande & Müller). The evaluation studies show differential effects across contexts and samples that point toward important mechanisms and moderators that may help practitioners adjust these programs to specific contexts.
近几十年来，许多国家的教室变得更加多样化。然而，少数民族学生和有移民背景的学生比他们的本地同龄人更有可能面临较低的社会、心理和学业适应风险。因此，世界各地的学校都面临着一个挑战，即如何帮助多样化的学生适应学校，而不受他们的族裔背景和家庭资源的影响。本期特刊重点关注学校和学校心理学家如何在多元文化课堂中支持积极的跨民族态度和积极的关系，以及个人的幸福感、归属感和学业成绩，这些都是学校适应的不同方面。本期特刊包括三项研究，这些研究提供了实证发现，探讨了在不同的学校环境中，少数群体和多数群体青少年的背景和个体因素对学校适应的作用：杰林斯、特希斯和维尔库滕研究了教师的态度和或多或少一致的行为对群体间态度的建模作用；格尔拉、罗德里格斯、阿吉亚尔、卡莫纳、亚历山大和科斯塔·洛佩斯关注的是文化适应策略和感知到的歧视与学业成绩和幸福感的相互作用。卡拉维塔、施特罗迈尔、萨尔米瓦利和迪·布拉西奥比较了多数群体和少数群体儿童的欺凌和道德脱离过程。另外五项研究报告了在两个欧洲国家、以色列和美国的不同种族多样化青年中测试的基于证据的干预措施的评估结果，其中两项是关于减少偏见的（布伦尼克、劳伦斯、卡瓦列罗和伯杰；马基宁、利宾克、亚斯津斯卡娅-拉赫蒂和伦维克），三项是关于“明智干预”的效果——自我肯定和归属感干预——对信任教师和行为表现的影响（宾宁等人）、对学生归属感和学业成绩的影响（马克斯坦纳、扬克和迪豪泽），以及对学生数学表现的影响（洛克汉德和米勒）。这些评估研究表明，在不同的背景和样本中存在差异效应，这些效应指向了可能有助于实践者根据特定背景调整这些项目的重要机制和调节因素。
