LINK: https://doi.org/10.1037/bul0000454

Bardach, L., Röhl, S., Oczlon, S., Schumacher, A., Lüftenegger, M., Lavelle-Hill, R., Schwarzenthal, M., & Zitzmann, S. (2024). Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes. Psychological Bulletin, 150(12), 1397–1439. https://doi.org/10.1037/bul0000454

Abstract: This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory’s optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with children’s and adolescents’ intergroup outcomes (intergroup attitudes, cross-group friendships, experienced discrimination), academic outcomes (academic achievement, motivation, engagement), and socioemotional outcomes (belonging, well-being). Results from meta-analytic random-effects models revealed the largest and most consistent effects for optimal contact conditions, with small-to-medium-sized effects and significant relationships with all outcomes. Multiculturalism climate was significantly and positively related to intergroup attitudes, achievement, motivation, and belonging (mostly, these were small effect sizes). Critical consciousness climate (small effect sizes) and polyculturalism climate (small-to-medium effect sizes) were correlated with both academic and socioemotional outcomes. Colorblind climate was not significantly associated with any outcomes. Moderator analyses revealed that contact conditions exhibited larger effects in secondary education compared with primary education and in the United States compared with Europe. The percentage of majority group members moderated some relationships (e.g., contact conditions had smaller effects when there were more majority group members in the sample). Significantly larger effects emerged for student-reported colorblind climate measures than for teacher-reported measures. Overall, this meta-analysis provides a highly nuanced view of the most robust evidence for the associations between cultural diversity climate and outcomes that are critical for positive child and youth development to date.