Abstract
This study extended the compliance resisting and power in the classroom literatures by examining compliance resisting in the multicultural classroom. The effects of grade level, teacher liking, influence strategy type, and cultural orientation were assessed via self‐report (N= 420 ethnically diverse school children). Students reported more resistance with increasing age, and ratings of refusal and comparison strategies increased with grade level. Reported resistance, refusals, and comparison resistance strategies were rated as less likely in response to a liked teacher and in response to prosocial strategies. Collectivist orientation was negatively correlated with reported resistance, refusals, and comparison resistance strategies.
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