Can School Diversity Policies Reduce Belonging and Achievement Gaps Between Minority and Majority Youth? Multiculturalism, Colorblindness, and Assimilationism Assessed
Bibliographic Data
| ID | 8083754 |
|---|---|
| Authors | Laura Celeste (0000-0003-4600-8780, KU Leuven, corresponding author), Gülseli Baysu (0000-0001-6298-0946, Queen's University Belfast), Karen Phalet (0000-0002-6035-1705, KU Leuven), Loes Meeussen (0000-0003-4340-4788, KU Leuven), Judit Kende (0000-0002-5718-1602, KU Leuven) |
| Year | 2019 |
| Volume | 45 |
| Issue | 11 |
| Pages | 1603-1618 |
| Publication date | 2019-04-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Personality and Social Psychology Bulletin (JOURNAL) |
| Journal identifiers | ISSN: 0146-1672 • E-ISSN: 1552-7433 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0146167219838577 |
| PMID | 31014198 |
| OpenAlex | W2913182778 |
| Language | EN |
| Citations received | 108 |
| References cited | 57 |
European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from ( n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or rejecting cultural diversity in line with multiculturalism, colorblindness, and assimilationism, respectively. We estimated multilevel path models that longitudinally related diversity approaches to ( N = 1,747) minority and ( N = 1,384) majority students' school belonging and achievement (self-reported grades) 1 year later. Multiculturalism predicted smaller belonging and achievement gaps over time; colorblindness and assimilationism were related to wider achievement and belonging gaps, respectively. Longitudinal effects of colorblindness on achievement were mediated by (less) prior school belonging
Diversity (politics · Ethnic group · Multiculturalism · Pedagogy · Political science · Critical Race Theory in Education · Early Childhood Education and Development · Psychology · Racial and Ethnic Identity Research · Law · Social Psychology
Schools’ Respect for Identity-Based Differences and Student Outcomes
Modèles nationaux d’intégration de migrant·e·s et résultats Pisa
Teachers’ immigration attitudes and students’ performance
Teacher self-efficacy in relation to cultural and linguistic diversity in K–12 settings
Cross-Cultural Transition and Psychological Adaptation of International Students
Teaching migrant learners
The unique role of school middle leaders in enacting social justice leadership
Defining the responsibilities of principals in promoting equity
Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers
Heritage culture and national identity trajectories
Beyza Bilgin'in Düşünce Sistemini İzlemek ve Geleceğin İslam Din Eğitimi İçin Üç Öncelikli Alan
A Framework for Deepening Racial Equity in Prenatal-Grade Three Systems
Intercultural values at school and children’s sense of belonging
Multiculturalism as a socio-historical context of intercultural learning and development of intercultural curriculum
Resourcing linguistic diversity in the classroom
Diversity-responsive teacher educators in Flanders
A multicultural, gender, and sexually diverse affirming school‐based consultation framework
Development and validation of domain specific school diversity model scales among pupils and teachers
Students' Perspectives on Fostering a Sense of School Belonging in Greece
Celebrating culture and neglecting language
Cultural diversity, migration and education
To belong or not to belong
Integrating Instructional Leadership With Social Justice Leadership
Meeting in school
Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents
Multiple pathways of integration
How Diversity Approaches Affect Ethnic Minority and Majority Adolescents
Who Should Learn About Race in School? Lay Theories About the Relevance of Lessons About Race to Students of Color and White Students
Migration Diversity and Social Cohesion
Teachers as facilitators of positive intergroup dynamics and inclusion
Sense of belonging in culturally and ethnically diverse educational contexts
Identity in the school context
Colour-Blind Attitudes among Welfare Professionals
Nordic challenges related to exclusion and local responses in Swedish, Finnish, and Norwegian urban compulsory education
Five Traditions of Quantitative Research on Racism
Better Be Multicultural or Colorblind? How Teachers' Approach to Diversity During Covid‐19 School Closures Predicts Adolescents' Class Engagement, School Belonging and Health Beyond General Teacher Support
La educación primaria en España y la diversidad cultural
Beyond boundaries
From inclusive schools to inclusive societies
Majorities’ emotions acculturate too
The Identity Project intervention in Germany
Promoting positive development among refugee adolescents
Fitting in
Blindspots in acculturation research
A threats, support and hidden costs framework of coping with challenges to social identity
Diversity in Geography – An analysis of textbooks
Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries
Adolescents' mutual acculturation attitudes and their association with national self-identification in three Swiss cantons
Tackling Educational Inequalities with Social Psychology
Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging
Uncovering the role of teacher educators in the reduction of inequalities in education
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
Effects of a brief self-affirmation writing intervention among 7th graders in Germany
School diversity models revisited
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment
A need to belong
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools
Identifying core beliefs of an intercultural educator
Minority language use in teaching
Aspects of agency and sense of belonging
Islamic financial concepts and personal characteristics as inhibitors in understanding Western economic and financial concepts? - Findings from a qualitative interview study of young adults with a Muslim background in Germany
Competence and affect self-concepts of elementary school children – Do gender and immigration background play a role
The relationship between intercultural teaching competence and school and classroom level characteristics
European identity among ethnic majority and ethnic minority students
Putting theory into peaceful practice
The interplay between diversity climate and multiculturalism policy
The link between teacher–student relations and sense of school belonging is not equal for all
It's not what you say it's what you do
Coursework, field-based teaching practices, and multicultural experiences
The diversity teaching beliefs scale
Intercultural actions speak louder than words
Diversity beliefs are associated with orientations to teaching for diversity and social justice
Challenges of teaching affective citizenship education
Diversity ideologies in Flemish education
Embracing ethnic diversity benefits everyone
Social and institutional inclusion in multi-ethnic schools enable better intergroup relations for majority youth and higher school achievement for minority youth
Does normative multiculturalism foster or threaten social cohesion
Appreciation of multilingual teaching activities by secondary school students in Germany
Teaching in a multilingual school
Conditions for cultural belonging among youth of immigrant descent in Germany, the Netherlands, Sweden and the United Kingdom. Comparative analysis of intergroup experiences and classroom contexts
Thinking beyond deficits in Southwest China
Connected Belonging
Teachers’ responses to ethnic discrimination
Challenging Structural Inequities in Education to Promote Positive Psychosocial Outcomes in Migration‐Diverse Societies
Minority and Majority Adolescents’ Attitudes toward Mutual Acculturation and its Association with Psychological Adjustment
National Identity Development Among Minority Youth
A Person-Centered Analysis of Adolescent Multicultural Socialization Niches and Academic Functioning
The Association Between Perceived Discriminatory Climate in School and Student Performance in Math and Reading
Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents
Self‐affirmation and test performance in ethnically diverse schools
Why Immigrants’ Multiple Identities Matter
The impact of classroom diversity philosophies on the STEM performance of undergraduate students of color
Enhancing or reducing interethnic hierarchies? Teacher diversity approaches and ethnic majority and minority students' ethnic attitudes and discrimination experiences
Immigrant adolescents’ perceptions of cultural pluralism climate
Adolescent-directed racial-ethnic socialization
Dual identity in context
To Be Bicultural Is to Be Friends? Associating Early Adolescents' Cultural Identities and Behaviors With Friendship Networks in Minority‐Only Schools
The Role of Perceived School Diversity Climate in the School Involvement of Ethnically and Racially Minoritized Parents in Germany and the United Kingdom
School Diversity Perspectives and Classmate Diversity Climate
How instructional leaders promote social justice
Cultural Diversity and Education
Unequal Attainments
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
Do Color Blindness and Multiculturalism Remedy or Foster Discrimination and Racism?
Classroom Climate and Contextual Effects
Multicultural Education and Inter-Ethnic Attitudes
Demystifying Values-Affirmation Interventions
The Theory and Practice of Culturally Relevant Education
Estimating Statistical Power and Required Sample Sizes for Organizational Research Using Multilevel Modeling
The assessment of school engagement
Rethinking the Link Between Categorization and Prejudice Within the Social Cognition Perspective
A Longitudinal Study of School Belonging and Academic Motivation Across High School
Towards a better understanding of cultural diversity approaches at school
Silencing linguistic diversity
Immigrant Students at School
Unlocking the Benefits of Diversity
Intergroup Contact and Attitudes Toward the Principle and Practice of Racial Equality
Language Skills and Earnings
Living in a multicultural world
Another view of “we”
Schooling, Citizen-Making, and Anti-Immigrant Prejudice in France
Creating More Effective Multiethnic Schools
The Beneficial Effects of Social Identity Protection on the Performance Motivation of Members of Devalued Groups
Being part of diversity
Heritage culture maintenance precludes host culture adoption and vice versa
Managing diversity
Equal but different
Diversity ideologies and intergroup relations
Interethnic Ideology, Intergroup Perceptions, and Cultural Orientation
Beyond one-size-fits-all
Language Proficiency and Labour Market Performance of Immigrants in the UK
Assimilation, multiculturalism, and colorblindness
You deplete me
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
Ethnicity as a social context for the development of African-American adolescents
Dual Identity as a Two-Edged Sword
Cultural Diversity Climate and Psychological Adjustment at School—Equality and Inclusion Versus Cultural Pluralism
Minority acculturation and peer rejection
Staying on or Dropping Out? The Role of Intergroup Friendship and Perceived Teacher Support in Minority and Nonminority School Careers
Adjustment Outcomes of Immigrant Children and Youth in Europe
Equality and Diversity in the Classroom
Religion and National Identification in Europe
Using thematic analysis in psychology
Navigating the school system in Sweden, Belgium, Austria and Germany
Chronic threat and contingent belonging
Ethnic Group Identification and Group Evaluation Among Minority and Majority Groups
A question of belonging
Assimilation and Diversity
Super-diversity and its implications
Psychosocial Adaptation and School Success of Italian, Portuguese and Albanian Students in Switzerland
| Unique citing works | 108 |
|---|---|
| Citations per year | 15,43 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 106 |