Individuals, Groups, and Classrooms: Conceptual and Methodological Considerations on Studying Approaches to Cultural Diversity in Schools

Abstract

Understanding how schools should approach increasing cultural diversity is a key research question of the 21st century. In this chapter, we provide recommendations to ensure that measures of approaches to cultural diversity in schools are theoretically sound, valid, and reliable in different groups and at different levels of analysis. We argue that (1) we need measures that are tailored to and / or reliably work in specific target populations, in terms of ethnic groups represented and age-specific notions of culture and intercultural relations; (2) both students’ individually perceived norms AND shared perceptions of these norms should be considered to better understand the dynamics in multi-ethnic classrooms. Interactions within and between levels different levels of analysis can shed light on group-specific effects of approaches to cultural diversity in schools; and (3) “objective” measures of the school diversity context (e.g., school projects or policies) may help to better understand contextual effects.

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