Bardach Lisa, Röhl Sebastian, Oczlon Sophie, Schumacher Aki, Lüftenegger Marko, Lavelle-Hill Rosa, Schwarzenthal Miriam, Zitzmann Steffen
Department of Psychology, University of Giessen.
Institute of Education, University of Education, Freiburg.
Psychol Bull. 2024 Dec;150(12):1397-1439. doi: 10.1037/bul0000454.
This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with children's and adolescents' intergroup outcomes (intergroup attitudes, cross-group friendships, experienced discrimination), academic outcomes (academic achievement, motivation, engagement), and socioemotional outcomes (belonging, well-being). Results from meta-analytic random-effects models revealed the largest and most consistent effects for optimal contact conditions, with small-to-medium-sized effects and significant relationships with all outcomes. Multiculturalism climate was significantly and positively related to intergroup attitudes, achievement, motivation, and belonging (mostly, these were small effect sizes). Critical consciousness climate (small effect sizes) and polyculturalism climate (small-to-medium effect sizes) were correlated with both academic and socioemotional outcomes. Colorblind climate was not significantly associated with any outcomes. Moderator analyses revealed that contact conditions exhibited larger effects in secondary education compared with primary education and in the United States compared with Europe. The percentage of majority group members moderated some relationships (e.g., contact conditions had smaller effects when there were more majority group members in the sample). Significantly larger effects emerged for student-reported colorblind climate measures than for teacher-reported measures. Overall, this meta-analysis provides a highly nuanced view of the most robust evidence for the associations between cultural diversity climate and outcomes that are critical for positive child and youth development to date. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
这项开创性的元分析（N = 79项研究；56,552名学生；k = 640个效应）对五种文化多样性氛围方法进行了全面评估，这些方法涵盖了K - 12学校中应对文化多样性的不同方式。我们研究了群体间接触理论的最佳接触条件、多元文化主义氛围、色盲氛围、批判意识氛围和多元文化主义氛围如何与儿童和青少年的群体间结果（群体间态度、跨群体友谊、经历的歧视）、学业成果（学业成就、动机、参与度）以及社会情感成果（归属感、幸福感）相关联。元分析随机效应模型的结果显示，最佳接触条件的效应最大且最一致，对所有结果都有中小规模的效应和显著关系。多元文化主义氛围与群体间态度、成就、动机和归属感显著正相关（大多数情况下，这些都是小效应量）。批判意识氛围（小效应量）和多元文化主义氛围（中小效应量）与学业和社会情感成果都相关。色盲氛围与任何结果均无显著关联。调节分析表明，与小学教育相比，接触条件在中学教育中表现出更大的效应；与欧洲相比，在美国表现出更大的效应。多数群体成员的百分比调节了一些关系（例如，当样本中多数群体成员较多时，接触条件的效应较小）。学生报告的色盲氛围测量结果的效应明显大于教师报告的测量结果。总体而言，这项元分析为文化多样性氛围与对儿童和青少年积极发展至关重要的结果之间的关联提供了迄今为止最为细致入微的有力证据。（PsycInfo数据库记录（c）2024美国心理学会，保留所有权利）
