Aral Tuğçe, Schachner Maja K, Juang Linda, Schwarzenthal Miriam
University of Potsdam, Germany.
Martin Luther University Halle-Wittenberg, Germany.
Br J Educ Psychol. 2022 Jun;92(2):e12458. doi: 10.1111/bjep.12458. Epub 2021 Sep 13.
Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with adolescents' intergroup relations.
We examined the link between two sub-dimensions of cultural diversity approaches (i.e., equal treatment; heritage and intercultural learning) and adolescents' prosocial intentions and behaviour towards refugee youth. Then, we explored the mediating role of identity inclusiveness (i.e., perceived similarity of the self with others).
We sampled culturally diverse eighth grade adolescents from 54 classrooms in Berlin (N = 503, M = 13.76 years, 50.6% female). Surveys measured perceived cultural diversity norms, adolescents' perceived identity inclusiveness with refugee youth, prosocial intentions to support refugee youth, and willingness to donate to a project for refugee youth.
Multilevel models revealed that adolescents' perception of heritage and intercultural learning predicted adolescents' prosocial intentions towards refugee youth, but not their willingness to donate. Equal treatment was not a significant predictor of adolescents' prosocial intentions towards refugee youth, or their willingness to donate. Identity inclusiveness did not mediate the relation between cultural diversity approaches and prosocial intentions. However, identity inclusiveness did positively relate adolescents' prosocial intentions and willingness to donate.
We conclude that culturally diverse schools that engage in heritage and intercultural learning might help to promote positive relations between local and refugee youth in schools and society. Fostering inclusive identities may enhance local adolescent's prosocial intention and behaviour.
文化多元的学校有助于青少年的群体间关系。复杂且包容的社会身份是能够解释学校结构文化多样性（即移民后裔学生比例和不同种族群体数量）与积极群体间关系之间联系的机制。我们预期类似的机制可能在将学校中的文化多样性方法与青少年的群体间关系联系起来方面发挥作用。
我们研究了文化多样性方法的两个子维度（即平等待遇；传承与跨文化学习）与青少年对难民青年的亲社会意图和行为之间的联系。然后，我们探讨了身份包容性（即自我与他人的感知相似性）的中介作用。
我们从柏林的54个班级中抽取了文化多元的八年级青少年样本（N = 503，平均年龄M = 13.76岁，50.6%为女性）。通过调查测量了感知到的文化多样性规范、青少年对难民青年的身份包容性感知、支持难民青年的亲社会意图以及向难民青年项目捐款的意愿。
多层次模型显示，青少年对传承与跨文化学习的感知预测了青少年对难民青年的亲社会意图，但不能预测他们的捐款意愿。平等待遇不是青少年对难民青年亲社会意图或捐款意愿的显著预测因素。身份包容性并没有介导文化多样性方法与亲社会意图之间的关系。然而，身份包容性确实与青少年的亲社会意图和捐款意愿呈正相关。
我们得出结论，开展传承与跨文化学习的文化多元学校可能有助于促进学校和社会中本地青年与难民青年之间的积极关系。培养包容的身份认同可能会增强本地青少年的亲社会意图和行为。
