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. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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学校的文化多样性氛围：对其与群体间、学术和社会情感结果的关系的荟萃分析回顾。


这项史无前例的荟萃分析（N = 79 项研究;56,552 名学生;k = 640 个效应）对五种文化多样性气候方法进行了全面评估，这些方法捕捉了解决 K-12 学校文化多样性的不同方式。我们研究了群体间接触理论的最佳接触条件、多元文化氛围、色盲氛围、批判意识氛围和多元文化氛围如何与儿童和青少年的群体间结果（群体间态度、跨群体友谊、经历歧视）、学术结果（学业成就、动机、参与度）和社会情感结果（归属感、幸福感）相关联。荟萃分析随机效应模型的结果揭示了最佳接触条件的最大和最一致的效应，具有中小效应，并且与所有结果都有显著关系。多元文化氛围与群体间态度、成就、动机和归属感呈显著正相关（大多数情况下，这些是小效应量）。批判意识氛围 （小效应量） 和多元文化氛围 （小到中等效应量） 与学术和社会情感结果相关。色盲气候与任何结局均无显著相关性。主持人分析显示，与初等教育相比，接触条件在中等教育中表现出更大的影响，在美国与欧洲相比。多数组成员的百分比调节了一些关系（例如，当样本中多数组成员更多时，接触条件的影响较小）。学生报告的色盲气候措施的影响明显大于教师报告的措施。 总体而言，这项荟萃分析为文化多样性、气候与迄今为止对儿童和青少年的积极发展至关重要的结果之间的关联提供了最有力的证据。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。