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      Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism.

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          Abstract

          The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (Mage  = 10.49 years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed.

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          Author and article information

          Journal
          Child Dev
          Child development
          Wiley-Blackwell
          1467-8624
          0009-3920
          Jul 2016
          : 87
          : 4
          Affiliations
          [1 ] Friedrich Schiller University Jena.
          [2 ] Tilburg University.
          [3 ] North-West University.
          [4 ] University of Queensland.
          Article
          10.1111/cdev.12536
          27091829
          00b6ed45-9e72-40fd-bfec-0c9fbc9923f0
          History

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