Non-immigrant Background Research Articles

Student-teacher relationships and sense of academic futility: Longitudinal associations among early adolescents of immigrant and non-immigrant background.

Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student-teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.

Links Between Family-School Value Discrepancies and Teacher-Student Relations in Adolescents From Immigrant and Nonimmigrant Backgrounds

This paper describes the nature of home-school value discrepancies perceived by students, and tests associations between such value discrepancies and teacher-student relationships with student generational status as a moderator. Using a sample of 1,551 students from grades 10 and 11, chi-square tests and ANOVAs were used to describe the nature of discrepancies, while hierarchical linear regressions were conducted to test associations. Second-generation students generally perceived more differences between family-school values. When experiencing less value discrepancies, students reported closer teacher-student relationships. Value discrepancies were also associated with conflict, third-plus-generation standing out. Practitioners should mitigate value discrepancies to improve teacher-student relationships.

Patterns of healthcare use among children with immigrant and non-immigrant backgrounds in 2019 and 2020: evidence from the CRIAS cohort study in the metropolitan area of Lisbon, Portugal

BackgroundInternational migrant families may face various barriers in the access and use of health services. Evidence on immigrant children’s health care or prevention facilities’ utilisation patterns is scarce in Portugal. Therefore, the objectives of this study were to compare health services use between immigrant and non-immigrant children in the Metropolitan Area of Lisbon in 2019–2020 with the aim of informing public policies towards equitable access to, and use of health services.MethodsThe CRIAS (Health Trajectories of Immigrant Children) prospective cohort study enrolled 420 children (51.6% immigrant) born in 2015 and attending primary health care (PHC) services in 2019. We compared primary health care facilities and hospital paediatric emergency department (ED) utilisation patterns in the public National Health Service, together with reported private practitioners use, between immigrant and non-immigrant children in 2019 and 2020. The Pearson chi-squared test, Fisher-Freeman-Halton Exact test, two-proportion z-test and Mann‒Whitney U test were used to examine the differences between the two groups.ResultsIn 2019, no significant differences in PHC consultations attendance between the two groups were observed. However, first-generation immigrant children (children residing in Portugal born in a non-European Union country) accessed fewer routine health assessments compared to non-immigrant children (63.4% vs. 79.2%). When children were acutely ill, 136 parents, of whom 55.9% were parents of non-immigrant children, reported not attending PHC as the first point of contact. Among those, nearly four times more non-immigrant children sought healthcare in the private sector than immigrant children (p < 0.001). Throughout 2019, immigrant children used ED more often than non-immigrant children (53.5% vs. 40.4%, p = 0.010), as their parents reported difficulties in accessing PHC. In 2020, during the COVID-19 pandemic, fewer immigrant children accessed PHC compared to non-immigrant children (70% vs. 80%, p = 0.018). Both non-immigrant and immigrant children reduced ED use by 2.5 times, with a higher decrease among immigrant children (46% vs. 34%). In both 2019 and 2020, over 80% of immigrant and non-immigrant children used ED for conditions classified as having low clinical priority.ConclusionBeyond identifying health care use inequalities between immigrant and non-immigrant children, the study points to urgent needs for public policy and economic investments to strengthen PHC for all children rather than for some.

Self-reported and parent-reported mental health in children from low-income families in Agder, Norway: results from baseline measurements of New Patterns project participants

BackgroundPoverty may pose risks to child and adolescent mental health, but few studies have reported on this association among children and adolescents in low-income families in Norway.MethodsBased on a sample...

Risk factors for the increasing incidence of pregnancy-associated cancer in Sweden - a population-based study.

The incidence of cancer during pregnancy and within first year post-delivery, ie pregnancy-associated cancer (PAC), is increasing in many countries, but little is known about risk factors for these trends. This study quantified incidence of PAC by trimesters and post-delivery periods, and assessed the role of maternal age, parity, immigrant status, education, smoking and body mass index for the risk and incidence trends of PAC. We used data from the national birth and cancer registers in Sweden during 1973-2017 to define a register-based cohort of women aged 15-44 years. Incidence rates of PAC during pregnancy and up to 1 year post-delivery were calculated per 100 000 deliveries per year. Poisson regression with multiple imputation estimated incidence rate ratios with 95% confidence intervals adjusted by year, age, previous parity, immigrant status, education, smoking and BMI during 1990-2017, when information on risk factors was available. Among 4 557 284 deliveries, a total of 1274 (during pregnancy) and 3355 (within 1 year post-delivery) cases of PAC were diagnosed, with around 50 cases/year diagnosed during pregnancy and 110 cases/year during the first year post-delivery in the latest period 2015-2017. The most common cancer types during pregnancy were malignant melanoma, breast and cervical cancer, together accounting for 57% of cases during pregnancy and 53% during the first year post-delivery. The numbers of PAC were lower during pregnancy than during post-delivery for all tumor types with lowest numbers during first trimester. The PAC incidence rates increased over calendar time. High maternal age at diagnosis, smoking, nulliparity and non-immigrant background were associated with significantly higher risks of PAC. The increasing PAC incidence was in part explained by higher maternal age over time, but not by the other factors. High maternal age is the strongest risk factor for PAC. We show for the first time that smoking, nulliparity and non-immigrant background are also contributing risk factors for PAC. However, only high maternal age contributed significantly to the increasing incidence. Further studies on other potential risk factors for PAC are warranted, since our results indicate that age on its own does not fully explain the increase.

The influence of immigrant background and parental education on overweight and obesity in 8-year-old children in Norway

BackgroundLittle is known about the prevalence of overweight/obesity and socio-economic position (SEP) in children with immigrant background in Scandinavia. The purpose of this study is to examine the prevalence of overweight/obesity by immigrant background among children in Norway and to explore the role of SEP in explaining differences in weight status.MethodsAnthropometric data from 8,858 children (age 8.3 years) from the population-based Norwegian Childhood Growth Study were used. Information about immigrant background, country of origin, and parental education (used as an indicator of SEP) were provided by Statistics Norway. For children with immigrant background, regional background was determined based on country of origin. Prevalence ratios (PR) were estimated for overweight/obesity and weight-to-height-ratio (WHtR) ≥ 0.5 by immigration and regional background, using generalized estimating equation log-binominal models adjusting for sex, age, survey year (model 1), residential area, population density (model 2) and parental education (model 3).ResultsChildren with immigrant background had a higher prevalence of overweight/obesity and WHtR ≥ 0.5 than non-immigrant background children. Adjusted for parental education, children with an immigrant background from Southern and Eastern Europe, Asia except South-Asia, and Africa had a higher prevalence of overweight/obesity [PR: 1.37 (95% confidence interval (CI): 1.10–1.72), 1.28 (1.05–1.57), 1.47 (1.13–1.91), respectively] than children with a non-immigrant background. Children originating from Asia except South-Asia had a higher prevalence of WHtR ≥ 0.5 (PR: 1.64, CI: 1.25–2.15) compared to non-immigrant background children. The adjustment for parental education did not substantially change the results.ConclusionChildren with immigrant background had higher prevalence of overweight/obesity than non-immigrant background children. The difference varied according to region of origin but not substantially according to parental education. There is a need for culturally acceptable preventative measures targeting the parents of immigrant background children.

Gender ideologies across the transition to adulthood in Germany: How early romantic relationships slow down the egalitarian trend

This study explores the development of gender ideologies across adolescence and the transition to adulthood in Germany and investigates the relevance of first romantic relationship experiences in shaping gender beliefs. Integrating the life course perspective with the theoretical framework of gender as a social structure and psychological theories, we extend the literature by following adolescents from age 15 to about age 20 across the transition to adulthood and by differentiating between young women and men from different immigrant and non-immigrant backgrounds, who may be affected differently by gender-related expectations. Using the representative and ethnically diverse German sample of the Children of Immigrants Longitudinal Survey in Four European Countries, we conducted fixed-effects regression analyses (n = 1474). First, our findings show that young people become increasingly egalitarian during adolescence, irrespective of gender and immigrant origin. Second, for young women, romantic relationship experiences of moderate and longer durations are significantly associated with slower increases in egalitarianism. For most young men, romantic relationship experiences do not affect their gender ideologies. One exception is the group of Turkish-origin men, who change their gender ideologies less towards egalitarianism with increasing relationship durations than other groups of young men. The findings suggest that, especially for young women, early romantic relationships may be crucial in shaping their gender beliefs, which subsequently predict important educational, occupational, and family choices.

Gender typicality of occupational aspirations among immigrant and native youth: the role of gender ideology, educational aspirations, and work values.

The gender typicality of adolescents' occupational aspirations helps sustain occupational segregation, ultimately contributing to maintain gender stratification. According to sociological and psychological perspectives, adolescents develop occupational aspirations by drawing on their gender beliefs and work-related values. Yet few empirical studies have examined the contribution of these value orientations specifically to the gender typicality of occupational aspirations. Moreover, although children from immigrant backgrounds make up an ever-increasing share of school-age students, there is scant evidence on the gender typicality of their occupational aspirations relative to those of their majority peers. This study investigates variations in the gender typicality of occupational aspirations among adolescents from immigrant and non-immigrant backgrounds at around age 16. It also explores how the gender typicality of different groups' aspired occupations relates to differences in gender ideologies, in educational aspirations, and in the importance attributed to three work values: the possibility to earn high income, to help others, and to think and solve problems. Drawing on a harmonized survey from England, Germany, the Netherlands and Sweden, the analysis uses a sample of 8,574 adolescents, including 1,510 girls and 1,336 boys from immigrant backgrounds. Multinomial logistic regressions estimated the associations with aspired occupations, classified as masculine, integrated, feminine or ultrafeminine based on the proportion of women working in them. Results indicate that boys and girls of immigrant origin aspired to somewhat less gender-typical occupations than their majority peers. Among girls, these differences would be even larger if they were not suppressed by the more traditional gender ideologies held by girls from immigrant backgrounds. In terms of mediating mechanisms, our findings suggest that more ambitious educational aspirations may partly explain these differences. These findings indicate that distinguishing between multiple dimensions of adolescents' work-related values hint at different underlying mechanisms in the formation of adolescents' occupational aspirations.

Exploring the Socioeconomic Status of Adult Children of New Immigrants in Taiwan

Since the 1990s, Taiwan has witnessed a continuous influx of marriage migrants from Southeast Asian and mainland China and hence a growing number of their children. Given that a significant number of these children have already come of age recently, it might be important to understand how they fare socioeconomically. Accordingly, this study looks into the socioeconomic status of children of new immigrants in early adulthood in Taiwan. Drawing on the Taiwan Social Change Survey data from 2002 to 2020, multiple linear regression results unveil that children of new immigrants are disadvantaged compared to individuals with a non-immigrant background in terms of educational attainment, occupational status, and monthly income. After controlling for parental educational attainment, the only adequate variable available in the data that can be utilized to examine to what extent family socioeconomic status contributes to the disadvantaged socioeconomic situation of children of new immigrants, it appears that parental educational attainment may play a role in the social mobility process of children of new immigrants. Another noteworthy finding is that despite their advantage in educational attainment and occupational status, children of mainland Chinese immigrants earn less per month than children of Southeast Asian immigrants on average, which may require future research to explore plausible factors contributing to this phenomenon

What motivates adolescent bystanders to intervene when immigrant youth are bullied?

Pathways to bystander responses were examined in both generalized and bias-based bullying incidents involving immigrant-origin victims. Participants were 168 (Mage =14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant-origin peers mediated the effects of individual (shared immigrant background, and discriminatory tendencies) and situational (inclusive peer norms) intergroup factors on active bystander responses. Findings indicated that desires for social contact reliably mediated effects across both victims; however, contact with immigrant peers was only associated with responses to Latine victims. Implications for how to promote bystander intervention are discussed.

Neighbourhood crime and major depression in Sweden: A national cohort study.

The association between neighbourhood crime and major depression (MD) has been described before but previous studies may be limited by biases in self-reported data and the use of homogenous study populations. Our study aimed to examine the association between neighbourhood crime and clinically diagnosed MD among the immigrant and non-immigrant populations in Sweden. A retrospective cohort study was performed, which included non-immigrants and first- and second-generation immigrants residing in Sweden, who were born between 1960 and 1996. We used linked Swedish national registers, geospatial analysis and multilevel logistic regression models to examine the potential effect of neighbourhood crime on the odds of major depression between January 1, 2012, and December 31, 2015. Overall, individuals living in neighbourhoods with high levels of neighbourhood crime had higher odds of MD than those who did not. There was a significant interaction by immigrant status; the odds of MD among those with non-immigrant backgrounds were more strongly associated with increases in neighbourhood crime, after adjusting for potential confounders. Male and female immigrants born outside Sweden did not seem to be affected by increases in neighbourhood crime. The apparent effect of increases in neighbourhood crime on the odds of MD seemed to differ between those of different immigrant statuses. Future research should aim to explore the possible mechanisms behind the differences in the rates of MD among the non-immigrant and immigrant populations in neighbourhoods with high crime.

Heritage-bilingualism and educational achievement among second-generation immigrants: Are all school subjects equal?

Many second-generation immigrant (SGI) students are heritage-bilinguals whose mother tongue is not their school's instructional language. Adopting sociological and psycholinguistic perspectives, we examined the differences in achievement in various school subjects between SGI heritage-bilingual students and their non-immigrant background (NIB) heritage-monolingual peers in Israel. Most of the SGI students were from highly educated families. Based on Israel's national matriculation database, the study revealed that compared to NIB students, SGI students achieved lower scores in heavy-verbal subjects and Mathematics. However, controlling for academic proficiency in the instructional language reduced or eliminated these differences. Conversely, in a foreign language, SGI students achieved higher scores. These findings have practical implications for educational policy. First, even SGI students from educated families have linguistic disadvantages requiring intervention. Second, their advantage in foreign languages suggests that SGI students develop better meta-linguistic competence, highlighting the benefits of preserving their heritage language.

Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study

Teachers often provide more positive feedback to ethnic minority students than to ethnic majority students in order to compensate for potential discrimination. However, even feedback that sounds positive can have unwanted effects on the students, such as reinforcing negative beliefs and reducing motivation. In this experimental pilot study, we investigated whether teachers were more likely to convey such dysfunctional feedback to students from immigrant backgrounds than to students from non-immigrant backgrounds. Teachers (N = 186) read descriptions of classroom situations and indicated the feedback they would provide to the fictive students. The students’ names implied either an immigrant background associated with low competence stereotypes or no immigrant background. For the most part, feedback did not differ according to immigrant status. Yet, there were some situation-specific differences: When immigrant students failed despite effort, teachers used a simpler language in their feedback. In one of two scenarios describing students who succeeded easily without effort, teachers were more likely to provide dysfunctional ability feedback, dysfunctional effort feedback, and inflated praise to a student from an immigrant background than to a student from a non-immigrant background. A subsequent expert survey (N = 12) was conducted to evaluate the scenario-based feedback test. In sum, the study contributes to the field by providing first signs that students from immigrant backgrounds might be at risk of receiving not only more positive but actually more dysfunctional feedback. Furthermore, the study presents a practice-oriented, standardized, and economic instrument to assess teachers’ dysfunctional feedback, which may be used in future research.

Values and the experience of family care-giving: cultural values or shared family values?

AbstractThe Sociocultural Stress and Coping Model focuses on the role of cultural values in shaping the stress and coping process for family care-givers of frail older adults. The literature suggested ethnic group-specific values as influences. The current study explored care-givers’ perceptions of values influencing caring to identify values not addressed in quantitative studies of cross-cultural care-giving. Seventeen family care-givers from Australian Aboriginal, Romanian-Australian, Pacific Island and white non-immigrant Australian backgrounds participated in semi-structured interviews about their care-giving experience and the role that values played in caring for a frail older adult. Thematic analysis of the interview transcripts led to identification of themes of cultural values of familism and care for frail older adults, religious values of filial piety and religious coping, love, reciprocity and responsibility/obligation. While cultural values influenced family care versus institutional care, religion was a more clearly identified source of values. Care-givers mostly shared values of love, reciprocity and responsibility/obligation rather than endorsing culture-specific values, with potential variations in expression between individualist and collectivist cultures. These findings suggest that the focus on cross-cultural differences may have missed core values shared across cultural groups and underestimated the influence of religion on care-giving values. Future research could focus on these perceptions of care-givers themselves rather than external perceptions of researchers and service providers.

Prevalence of Mental Health Disorders Among Immigrant, Refugee, and Nonimmigrant Children and Youth in British Columbia, Canada

There remains limited understanding of population-level patterns of mental disorder prevalence for first- and second-generation immigrant and refugee children and youth and how such patterns may vary across mental disorders. To examine the diagnostic prevalence of conduct, attention-deficit/hyperactivity disorder (ADHD), and mood/anxiety disorders in immigrant, refugee, and nonimmigrant children and youth in British Columbia, Canada. This retrospective, population-level cohort study examined linked health administrative records of children and youth in British Columbia (birth to age 19 years) spanning 2 decades (1996-2016). Physician billings, hospitalizations, and drug dispensations were linked to immigration records to estimate time-in-British Columbia-adjusted prevalence of mental disorder diagnosis among children and youth from immigrant or refugee backgrounds compared with those from nonimmigrant backgrounds. Analyses were conducted from August 2020 to November 2021. The diagnostic prevalence of conduct, ADHD, and mood/anxiety disorders were the main outcomes. Results were stratified by migration category (immigrant, refugee, nonimmigrant), generation status (first- and second-generation), age, and sex. A total of 470 464 children and youth in British Columbia were included in the study (227 217 [48.3%] female). Nonimmigrant children and youth represented 65.5% of the total study population (307 902 individuals). Among those who migrated, 142 011 (87.8%) were first- or second-generation immigrants, and 19 686 (12.2%) were first- or second-generation refugees. Diagnostic prevalence of mental disorders varied by migration category, generation status, age, and sex. Children and youth from immigrant and refugee backgrounds (both first- and second-generation), compared with nonimmigrant youth, generally had a lower prevalence of conduct disorder (eg, age 6-12 years: first-generation immigrant, 2.72% [95% CI, 2.56%-2.90%] vs nonimmigrant, 7.03% [95% CI, 6.93%-7.13%]), ADHD (eg, age 6-12 years: first-generation immigrant, 4.30% [95% CI, 4.10%-4.51%] vs nonimmigrant, 9.20% [95% CI, 9.08%-9.31%]), and mood/anxiety disorders (eg, age 13-19 years: first-generation immigrant, 11.07% [95% CI, 10.80%-11.36%] vs nonimmigrant, 24.54% [95% CI, 24.34%-24.76%]). Among immigrant children and youth, second-generation children and youth generally showed higher prevalence of conduct, ADHD, and mood/anxiety disorders than first-generation children and youth (eg, ADHD among second-generation immigrants aged 6-12 years, 5.94% [95% CI, 5.75%-6.14%]; among first-generation immigrants aged 6-12 years, 4.30% [95% CI, 4.10%-4.51%]). Second-generation refugee children had the highest diagnostic prevalence estimates for mood/anxiety in the 3-to-5-year age range relative to first- and second-generation immigrant and nonimmigrant children (eg, second-generation refugee, 2.58% [95% CI, 2.27%-2.94%] vs second-generation immigrant, 1.78% [95% CI, 1.67%-1.89%]). Mental disorder diagnoses also varied by age and sex within immigrant, refugee, and nonimmigrant groups. These findings show differences in diagnostic mental disorder prevalence among first- and second-generation immigrant and refugee children and youth relative to nonimmigrant children and youth. Further investigation is required into how cultural differences and barriers in accessing health services may be contributing to these differences.

Immigration Background and Differences in School-to- work Trajectories of Early School Leavers

This article focuses on the school-to-work trajectories of early school leavers in Sweden. I use sequence analysis of population-level registry data covering the first 10 years after compulsory school for 6404 early school leavers to identify four clusters of school-to-work trajectories: an exclusion trajectory characterized by not being in employment, education, or training; an education trajectory characterized by second-chance education and an increasing share of tertiary education; a precarity trajectory; and a career trajectory. Having an immigrant background or being a woman was associated with a lower likelihood of being in the career trajectory than having a non-immigrant background or being a man. Differences in the likelihood of being in the education trajectory between persons with immigrant and non-immigrant background could however be fully explained by parents’ education, if education level was measured relative to their country of origin. This highlights the importance of pre-migration factors for post-migration outcomes

Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany

As cultural diversity is increasing around the globe, a more nuanced understanding of the cultural diversity climate in classroom settings is needed, including how its different aspects relate to student outcomes. We developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism, which has not been studied in the school context before. We then studied associations with intergroup relations, socio-emotional adjustment, and school achievement among students of immigrant and non-immigrant background at the individual and classroom levels. The scale includes six subscales in the two broad dimensions of equality and inclusion: contact and cooperation, (un)equal treatment, and color-evasion, and cultural pluralism: heritage and intercultural learning, critical consciousness, and polyculturalism. Using data from 1,335 secondary school students in Germany (Mage = 14.7; 51% male; 51% immigrant background), the scale demonstrated measurement invariance by immigrant background, gender, and school track, and reliability at individual and classroom levels. A more positive diversity climate, with better intercultural relations (equality and inclusion) and more opportunities to learn about cultural diversity (cultural pluralism), was associated with more positive student outcomes. Interestingly, polyculturalism was not associated with negative effects observed for other facets of cultural pluralism. Relations for different climate aspects also varied by outcome and students’ immigrant background. This underscores the importance of a nuanced perspective when evaluating different approaches to cultural diversity in context.

Reactive and Proactive Aggression among Immigrant and Non-Immigrant Early Adolescents in Norway: The Relations to Emotional and Conduct Problems

Objective: This study explores the differences in the association between three different types of aggression (reactive aggression, power-related proactive aggression and affiliation- related proactive aggression) and emotional and conduct problems between early adolescents with immigrant and non-immigrant backgrounds in Norway. Methods: The sample comprised 1759 early adolescents in fifth to eighth grade (10- to 15- year-olds). The proportion of early adolescent immigrants with two foreign-born parents was 862, and 897 participants were adolescents with two Norwegian-born parents. The gender distribution was similar in the immigrant and non-immigrant samples, 48.2% boys and 49.5% girls. The mean age was 11.6 years (SD 1.25) for immigrant boys, 11.7 (SD 1.29) for non-immigrant boys, 11.6 (SD = 1.25) for immigrant girls, and 11.8 (SD = 1.27) for nonimmigrant girls. Data were collected via self-report assessments. Results: A multigroup structural equation model revealed that the effects of reactive and proactive aggression were different for conduct and emotional problems. Only reactive and power-related proactive aggression was significantly associated with conduct problems, and effect sizes were independent of immigrant status. The effects of reactive and power-related proactive aggression on emotional problems were stronger for non-immigrant early adolescents, while the effects of affiliation-related proactive aggression were stronger for immigrant- background early adolescents. Conclusion: A better understanding of the underlying mechanisms of the associations between aggression and emotional problems and the variation between immigrant and nonimmigrant early adolescents can shed light on the etiology of mental health and behavioral problems. The importance of such knowledge in designing interventions targeting aggression among early adolescents in multicultural contexts is discussed.

Are immigrant youth involved in voluntary organizations more likely than their non-immigrant peers to be engaged in politics? Survey evidence from Norway

The aim of this paper is to examine the link between associational involvement and political participation among youth in Norway and how this link varies between boys and girls of an immigrant or non-immigrant background. We examine the relationship between activities in instrumental and expressive types of voluntary organizations. The paper draws on the survey Ung i Oslo 2015 (Young in Oslo 2015), which was carried out among students in almost all high schools (30 schools) in Oslo, Norway. The results indicate that those who are actively involved in socially oriented organizations are most likely to participate in politics. However, the relationship between organizational activity and political participation is often stronger among youth of immigrant background and is visible even among those who are active in less socially oriented organizations. Most notably, the results suggest that being active in a sports organization is positively related to political participation among immigrant youth. We found no such effect among non-immigrant youth. In accordance with Robert Putnam’s theoretical framework on social capital, the paper discusses why youth of immigrant background seem to benefit more, politically speaking, from associational involvement.

How all students can belong and achieve: Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany.

As schools are becoming more culturally diverse, it is crucial to understand how they can approach this diversity in ways that allow all students to feel included and do well. We focus on the manifestation of two related but distinct approaches to cultural diversity, namely equality and inclusion (i.e., promoting positive intergroup contact) and cultural pluralism (i.e., embracing students’ diverse cultural backgrounds as a resource), in the perceived classroom climate. Specifically, we test a model in which the link of cultural diversity climate at school and student outcomes (achievement, academic self-concept and general life satisfaction) is mediated by sense of school belonging, both at the individual and classroom level. Analyses are based on 1,971 students (61% of immigrant background; Mage = 11.53, SDage = 0.73, 52% male) in 88 culturally diverse classrooms in southwest Germany after their first year at secondary school. Individual- and classroom-level results suggest that both perceived equality and inclusion as well as cultural pluralism are positively associated with outcomes and this link is mediated by school belonging. There were no differences in the effects of (perceived) cultural diversity climate and school belonging between students of immigrant and nonimmigrant background, suggesting that dealing with cultural diversity in a constructive way is beneficial for all students attending multiethnic schools. (PsycINFO Database Record (c) 2019 APA, all rights reserved)