Use student-reported measures of intercultural education and teacher attitudes when monitoring school social climate¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

Because student-reported intercultural education practices and teacher attitudes showed consistent positive associations with belonging, wellbeing, and (for attitudes) lower victimization, while principal- and teacher-reported predictors "showed negligible effects", schools monitoring social cohesion should capture students' own perceptions of intercultural practices and teacher attitudes rather than relying solely on institutional reports.

Design Implications¶

Context¶

Requirements¶

• Access to student-level survey data on perceptions of intercultural education practices and teacher intercultural attitudes

Constraints¶

• Findings are cross-sectional associations from PISA 2018 and do not establish causal effects

Target Learners¶

• Students in diverse secondary school classrooms

Target Learning Goals¶

• School belonging, wellbeing, and reduced peer victimization

Claims¶

• Student-reported intercultural education practices positively predict students' eudaimonia, life satisfaction, positive affect, and school belonging across PISA countries [+W]
• Principal- and teacher-reported intercultural predictors show negligible associations with student psychosocial outcomes [+W]
• Student-reported teacher intercultural attitudes positively predict school belonging and negatively predict victimization frequency [+W]
• Associations between intercultural factors and psychosocial outcomes generalize across student immigrant status and across the 58 countries examined [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Basarkod, G., Dicke, T., Allen, K. A., Parker, P. D., Ryan, M., Marsh, H. W., Carrick, Z. T. & Guo, J. (2024). Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101879