From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence

Abstract

We investigated intercultural competence among immigrant and non-immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration.The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years (M age = 13.69 years, SD age = 1.83). Intercultural competence was measured using a self-report questionnaire and situational judgment tests capturing the adolescents' interpretation of and reaction to intercultural conflicts. Intercultural contacts and ethnic identity exploration were measured using self-report questionnaires. Results showed that among immigrant and non-immigrant background adolescents, intercultural contact and ethnic identity exploration were positively related to different aspects of intercultural competence.As predicted, self-reported intercultural competence was unrelated to age in both groups, whereas this competence, as measured by the situational judgment tests, increased with age. Thus, learning about others (e.g., by engaging in intercultural contact) and learning about yourself (e.g., by exploring your own ethnic background) are both important for developing pivotal intercultural skills.

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

“…In line with Hypothesis 1, a classroom climate supporting contact and cooperation between students of diverse cultural affiliations was related to all aspects of students’ CQ, with slightly different associations in the two datasets. This finding is consistent with previous research showing that positive contact norms in a classroom are positively related to students’ intergroup attitudes (Molina & Wittig, ; Schwarzenthal et al., ) and that intercultural contact is related to CQ (Schwarzenthal et al., ). Thus, if schools promote positive contact between students of diverse cultural backgrounds, students do not only display more positive attitudes, but also higher intercultural knowledge, awareness, and more effective behavioral strategies in intercultural situations.…”

“…Even before entering school, children are aware of social group identities and become increasingly aware of which attitudes or behaviors are considered to be normative in a group (Rutland & Killen, ). Adolescence is a crucial time for the development of intercultural skills as intergroup attitudes are strongly influenced by the social context and adolescents gradually learn to take other's perspectives (Van der Graaff et al., ), and to understand more subtle cultural influences on behavior (Quintana, ; Schwarzenthal, Juang, Schachner, van de Vijver, & Handrick, ). However, awareness of cultural influences does not mean that all behavior should be explained with cultural factors.…”

“…However, research examining relations between intercultural contact in culturally diverse schools and intercultural competence is scarce. The few existing studies found that the length of time students had attended an international high school was related to their level of intercultural sensitivity (Straffon, ), and that students’ individually reported intercultural contact at school was related to their CQ (Schwarzenthal et al., ). Research conducted on culturally diverse college campuses lends further support to the claim that intercultural contact is not only related to attitudes, but also to intercultural knowledge, understanding, and interculturally competent behavior (Bowman, ; Gurin et al., ; Jon, ).…”

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

“…For children and youth of immigrant background, schools can facilitate (mainstream) culture learning and psychological and sociocultural adjustment in the country of settlement (Horenczyk & Tatar, 2012). For non-immigrant children and youth, schools provide opportunities to adjust and prepare for life in an increasingly multicultural society and a globalized world (Schwarzenthal, Juang, Schachner, van de Vijver, & Handrick, 2016). Yet, school experiences and outcomes are not necessarily the same for immigrant and non-immigrant students.…”

raining in French for an integration purpose: case of Syrian and Jordanian adults in the Princess Basma´s Center for development

“…The principle of relativity according to which the features of the people's mindset are universal, and cannot be rigidly attached to one given nation is of methodological significance and, therefore, we can only talk about the intensity, the degree of the manifestation of universal mentality features as attributes of different nations. Therefore, the study of the Russian national mentality is not only of a local narrownational but also of universal significance since through the study of its peculiarities one can better understand the universal mentality as an essential characteristic of all nations as they actively contribute to the process of historical development (Schwarzenthal et al, 2017). The theoretical basis of the investigation is concerned with the creative heritage of Russian philosophy.…”