Adaptation of the Classroom Cultural Diversity Climate Scale for Russia
Abstract views: 113 / PDF downloads: 70
Keywords:School climate, Cultural diversity, Adolescence, Migrant students, Equality, Cultural pluralism, Intercultural adaptation.
School climate is an underestimated factor for sustainable development and resilience in the educational context. There is a need to develop and implement specific prevention and intervention programs that help maintain a positive school climate in cultural diversity to ensure psychological well-being, successful adjustment, academic achievement, integration of students from diverse cultural backgrounds, and prevention of extremism among youth. The current study tested the Classroom Cultural Diversity Climate Scale (CCDCS) in the context of cultural diversity in Russian schools. Participants included students with and without an immigrant background. Russian students had difficulty answering questions about racism and discrimination because these topics are not covered in the secondary school curriculum. The research results showed that the questionnaire questions effectively provided an impetus to test further the validity and reliability of the CCDCS for Russian participants. The adapted questionnaire will make it possible to examine the descriptive norms of school policies related to diversity. In addition, the questionnaire can be used to identify factors that influence the learning efficiency and adjustment of students from diverse cultural backgrounds, including immigrant students.
Aldridge, J.M., McChesney, K. & Afari, E. (2018). Relationships between school climate, bullying and delinquent behavior. Learning Environments Research, 21(2), 153-172.
Alexandrov, D.A., Ivanyushina, V.A., Khodorenko, D.K. & Tenisheva, K.A. (2018). School climate: concept and measurement tool. Moscow: Higher School of Economics.
Apfelbaum, E.P., Pauker, K., Sommers, S.R. & Ambady, N. (2010). In blind pursuit of racial equality? Psychological Science, 21, 1587-1592.
Banks, J.A. (2015). Cultural Diversity and Education. New York: Routledge.
Beelmann, A., Heinemann, K.S. & Saur, M. (2009). Interventions for the prevention of prejudice and discrimination. In A. Beelmann & K. Jonas (Eds.), Diskriminierung und Toleranz. Psychologische Grundlagen und Anwendungsperspektiven (pp. 435-461). Wiesbaden: VS-Verlag.
Berry, J.W. (1997). Immigration, acculturation, and adaptation. Applied psychology, 46(1), 5-34.
Bondy, E., Ross, D.D., Gallingane, C. & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42, 326-348.
Brookover, W.B., Beady, C, Flood, P., Schweitzer, J. & Wisenbaker, J. (1977). Schools can make a difference: A study of elementary school social systems and school outcomes. East Lansing: Michigan State University, Center for Urban Affairs.
Byrd, C.M. (2007). The complexity of school racial climate: Reliability and validity of a new measure for secondary students. British Journal of Educational Psychology, 87, 700- 721.
Caliskan, S., Guney, Z., Sakhieva, R.G., Vasbieva, D.G. & Zaitseva, N.A. (2019). Teachers' views on the availability of web 2.0 tools in education. International Journal of Emerging Technologies in Learning, 14(22), Р. 70 – 812
Catalano, R.F., Haggerty, K.P., Oesterle, S., Fleming, C.B. & Hawkins, J.D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of school health, 74, 252-261.
Chirkina, T.A. & Khavenson, T.E. (2017). School climate. History of the concept, approaches to definition and measurement in the PISA questionnaires. Voprosy obrazovanija, 1, 174-185.
Chistyakov, A.A., Mashkin, N.A., Ishmuradova, I.I., Babieva, N.S., Shaidullina, A.R. (2021). System management and labour relations transformation in relation with talented, healthy and sportsman staff. Journal of Human Sport and Exercise, 16(Proc3), 1323–1329.
Civitillo, S., Schachner, M., Juang, L., van de Vijver, F.J., Handrick, A. & Noack, P. (2017). Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study. Learning, Culture and Social Interaction, 12, 1-14.
Cohen, J., McCabe, L., Michelli, N.M. & Pickeral, T. (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, 111(1), 180–213.
Cross, S.B., Behizadeh, N. & Holihan, J. (2011). Critically Conscious or Dangerously Dysconscious? An Analysis of Teacher Candidates' Concerns in Urban Schools. The Teacher Educator, 53, 124-149.
Eccles, J.S., & Roeser, R.W. (2011). Schools as developmental contexts during adolescence. Journal of research on adolescence, 21(1): 225-241.
Ely, R.J. & Thomas, D.A. (2001). Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes. Administrative science quarterly, 46(2), 229-273.
Gasanov, Z.T. (2009). Pedagogy of interethnic communication. News of the Dagestan State Pedagogical University. Psychological and pedagogical sciences. URL: https://cyberleninka.ru/article/n/pedagogika-mezhnatsionalnogo-obscheniya (in Russ.)
Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational research, 45(1), P. 83-93.
Grant, C.A. & Sleeter, C.E. (2006). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender and disability. Indianapolis: Crosspoint Blvd.
Green, C.W., Adams, A.M. & Turner, C.W. (1988). Development and validation of the school interracial climate scale. American Journal of Community Psychology, 16(2), 241.
Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. The Elementary School Journal, 101(1), 35-61.
Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y. & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44-55.
Horenczyk, G. & Tatar, M. (2012). Conceptualizing the school acculturative context: School, classroom, and the immigrant student. Realizing the potential of immigrant youth, 2(4), 359-375.
Hoti, A.H., Heinzmann, S., Müller, M. & Buholzer, A. (2017). Psychosocial adaptation and school success of Italian, Portuguese and Albanian students in Switzerland: Disentangling migration background, acculturation and the school context. Journal of International Migration and Integration, 18(1), 85-106.
Juvonen, J., Le, V.N., Kaganoff, T., Augustine, C.H. & Constant, L. (2004). Focus on the wonder years: Challenges facing the American middle school. New York: Rand Corporation.
Kasatkina, N.S. & Aksenova, I.S. (2013). The formation of favorable socio-psychological climate among teachers. Vestnik of Chekyabinsk State Pedagogical University, 10, 266-275.
Khanin, Yu.L. (1977). Standard algorithm for adapting foreign survey methods. Psychological problems of pre-competitive training of qualified athletes. Leningrad: LNIIFK.
Kuperminc, G.P., Leadbeater, B.J., Emmons, C. & Blatt, S.J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied developmental science, 1(2), 76-88.
Markova, N.G. (2009). Indicative characteristics of problems and features of intercultural communication. World of education, Education in the world, 1(33), 7887.
Molina, L.E. & Wittig, M.A. (2006). Relative importance of contact conditions in explaining prejudice reduction in a classroom context: Separate and equal? Journal of Social Issues, 62(3), 489-509.
Morris, M.W., Chiu, C.Y. & Liu, Z. (2015). Polycultural psychology. Annual Review of Psychology, 66, 631-659.
Nguyen, T.H., Prokopyev, A.I., Lapidus, N.I., Savostyanova, S.A., & Sokolova, E.G. (2021). Magic in healing practice: A case study in Vietnam and its philosophical assessment. XLinguae, 14(3), 164-176.
Novikova, M.A. & Rean, A.A. (2009). The influence of the school climate on the occurrence of bullying: domestic and foreign research experience. Voprosy, 2, 78-97.
Oryol, V.E. & Senin, I.G. (2008). The experience of adapting a foreign questionnaire: organizational and substantive aspect. Bulletin of the South Ural State University, 33, 133-142. (In Russ.)
Özdemir, S.B. & Stattin, H. (2014). Why and when is ethnic harassment a risk for immigrant adolescents’ school adjustment? Understanding the processes and conditions. Journal of youth and adolescence, 43(8), 1252-1265.
Pettigrew, T.F. & Tropp, L.R. (2006). A meta-analytic test of intergroup contact theory. Journal of personality and social psychology, 90(5), 751-762.
Phinney, J.S. (1992). The multigroup ethnic identity measure: A new scale for use with diverse groups. Journal of Adolescent Research, 7, 156–176.
Rassolov, I.M., Chubukova, S.G., Mokhov, A.A. & Shagieva, R.V. (2020). Genetic information and personal data under conditions of digital transformation. International Journal of Psychosocial Rehabilitation, 24(7), 284-292.
Razumovskaya, M.I., Larionova, A.A., Zaitseva, N.A., Petrina, O.A., Vinogradova, M.V., Nagay, N.G. & Takhumova, O.V. (2019). Models of integrated interactions organization in the field of environmental education. Journal of Environmental Treatment Techniques, 7(4), 576-580.
Rosenthal, L., Levy, S.R., Katser, M. & Bazile, C. (2015). Polyculturalism and attitudes toward Muslim Americans. Peace and Conflict: Journal of Peace Psychology, 21, 535-545.
Rubio, G.L., Leskova, A., Prokopyev, A.I., Miroshkin, D.V., & Kamneva, E.V. (2020). Despair or the loss of selfhood in Kierkegaard’s sickness unto death. XLinguae, 13(3), 63-77.
Sasaki, S.J. & Vorauer, J.D. (2013). Ignoring versus exploring differences between groups: Effects of salient color-blindness and multiculturalism on intergroup attitudes and Running head: Classroom Cultural Diversity Climate. Social and Personality Psychology Compass, 7, 246-259.
Shochet, I.M., Dadds, M.R., Ham, D. & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child & Adolescent Psychology, 35(2), 170-179.
Thapa, A., Cohen, J., Guffey, S. & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of educational research, 83(3), 357-385.
Tikhonov, O.V., Timofeeva, M.O., Polevoy, S.A., Sokolova N.L., Platonova R.I., Zaitseva, N.A. & Volkov, Y.G. (2021). New behavioral forms of sportsman students identification in university digital educational reality. Journal of Human Sport and Exercisethis, 16(3), S1253–S1259
Tugun, V., Bayanova, A.R., Erdyneeva, K.G., Mashkin, N.A., Sakhipova, Z.M., & Zasova, L.V. (2020). The Opinions of Technology Supported Education of University Students. International Journal of Emerging Technologies in Learning,15(23), 4-14.
Turney, K. & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4), 257-271.
Vedder, P. & van Geel, M. (2012). Immigrant youth and discrimination. In The Impact of Immigration on Children's Development, 24, 99-121.
Verkuyten, M. & Thijs, J. (2013). Multicultural education and inter-ethnic attitudes: An intergroup perspective. European Psychologist, 18, 179-190.
Yalalov, F.G. (2004). Ethnodidyktichesky approach to the design of the content of national education. Alma mater, 7, 51-52.
Zaitseva, N.A., Sizova, Z.M., Chauzova, V.A. & Larionova, A.A. (2021). Determining the Readiness Status of University Students in STEM Education and Distance Education Course. International Journal of Emerging Technologies in Learningthis link is disabled, 16(19), 124–138.
How to Cite
Copyright (c) 2022 Journal of Ethnic and Cultural Studies
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
By submitting a manuscript to JECS, authors agree to transfer without charge the following rights to JECS upon acceptance of the manuscript: first worldwide publication rights and the right for JECS to grant permissions as JECS editors judge appropriate for the redistribution of the article, its abstract, and its metadata in professional indexing and reference services. Any revenues from such redistribution are used solely to support the continued publication and distribution of articles.