Cultural Diversity in the Classroom and its Effects on Academic Performance

A Cross-National Perspective

Datos Bibliográficos

ID5338863
AutoresPaul N’dri Konan (University of Geneva), Armand Chatard (0000-0003-4823-2903, University of Geneva), Leila Selimbegović (0000-0002-6994-382X, University of Geneva), Gabriel Mugny (University of Geneva)
Año2010
Volumen41
Número4
Páginas230-237
Fecha de publicación2010-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaSocial Psychology (JOURNAL)
Identificadores de la revistaISSN: 1864-9335 • E-ISSN: 2151-2590
EditorialHogrefe Publishing Group (PUBLISHER)
DOI10.1027/1864-9335/a000031
OpenAlexW2125415291
IdiomaEN
Citas recibidas10
Referencias citadas35

Drawing on data from the Organization for Economic Cooperation and Development's Program for International Student Assessment (OECD/PISA), we examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations. In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students' academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research

Academic achievement · Cultural diversity · Developmental psychology · Diversity (politics) · Immigration · Mathematics education · Political science · Reading (process) · Sociology · Test (biology) · Ecology · Education and experiences of immigrants and refugees · Global Education and Multiculturalism · Psychology · School Choice and Performance · Social Psychology