Centre for Teacher Education, Department for Teacher Education, University of Vienna, Vienna, Austria.
Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.
New Dir Child Adolesc Dev. 2021 May;2021(177):51-75. doi: 10.1002/cad.20412. Epub 2021 May 4.
A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non-immigrant students) and immigrant students' self-esteem, academic self-concept, achievement and perceived discrimination. We furthermore tested whether academic self-concept, self-esteem, and perceived discrimination mediated the relation between the four facets and achievement. Relying on a sample of 700 immigrant students (M = 12.62 years; SD = 1.12; 45.4% female) from 87 Austrian secondary school classes, all effects were estimated at two levels (L1, individual student level; L2, classroom level) in multilevel mediation models. It was shown that learning about multicultural topics and intercultural relations, and interest shown by teachers positively predicted academic self-concept and self-esteem at L1. Learning about intercultural relations negatively predicted discrimination at L1. At L2, learning about intercultural relations positively predicted academic self-concept and negatively predicted perceived discrimination. None of the facets predicted achievement at L1 and L2. However, academic self-concept (positively) and self-esteem (negatively) fully mediated the effect of learning about multicultural topics, learning about intercultural relations, and interest shown by teachers on achievement at L1.
文化多元主义氛围重视群体之间的差异，并促进对不同文化的了解。本研究调查了文化多元主义氛围的四个方面（学习多元文化主题、学习跨文化关系、教师表现出的兴趣、非移民学生表现出的兴趣）与移民学生的自尊、学术自我概念、成就和感知歧视之间的关系。我们还测试了学术自我概念、自尊和感知歧视是否在四个方面与成就之间的关系中起中介作用。本研究依赖于来自 87 个奥地利中学班级的 700 名移民学生（M = 12.62 岁；SD = 1.12；45.4%为女性）的样本，在多层次中介模型中，所有效应均在两个层次（L1，个体学生层次；L2，课堂层次）上进行估计。结果表明，学习多元文化主题和跨文化关系以及教师表现出的兴趣与 L1 上的学术自我概念和自尊呈正相关。学习跨文化关系与 L1 上的歧视呈负相关。在 L2 上，学习跨文化关系与学术自我概念呈正相关，与感知歧视呈负相关。在 L1 和 L2 上，没有任何一个方面可以预测成就。然而，学术自我概念（正向）和自尊（负向）完全中介了学习多元文化主题、学习跨文化关系和教师表现出的兴趣对 L1 上的成就的影响。
