The relationship between ethnic school composition, school diversity climate and students' competences in dealing with differences

In societies that are characterised by diversity, citizens are required to have the competences to handle differences. Schools differ in their degree of ethnic diversity which means that they provide different contexts for learning to deal with differences (DD). This study investigated the association between ethnic school composition, the diversity climate (the importance that teachers collectively attach to diversity and the attention they pay to teaching diversity) and students' competences in DD. Multilevel analyses were performed on data from 4,402 students and 535 teachers across 62 secondary education schools in The Netherlands. The results showed a positive relationship between ethnic school diversity and DD-reflection and DD-attitudes. In addition, the degree of ethnic school diversity was associated with more diversity-related practices. However, no relationship was found between ethnic school diversity and teachers' diversity-related educational goals. Moreover, diversity climate was not related to students' DD competences. Lastly, the diversity climate did not mediate nor moderate the relationship between school composition and DD. Implications and suggestions for future research are discussed.

Automated summary

The study found that in schools with higher ethnic diversity, students showed more positive diversity reflection and attitudes. Schools with higher ethnic diversity also implemented more diversity-related practices. However, the diversity climate was not directly related to students' competence in handling differences and did not moderate the relationship between school composition and diversity handling.