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 (M_age = 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.

随着全球文化多样性的增加，需要对教室环境中的文化多样性气候有更细微的了解，包括其不同方面如何与学生的学习成绩相关。我们开发了“课堂文化多样性气候量表”（CCDCS），它将来自社会心理学和多元文化教育的理论与研究进行了整合，并纳入了诸如多元文化主义这样的新颖方面，而这在学校之前从未进行过研究。然后，我们研究了在个人和课堂层面上具有移民和非移民背景的学生之间的群体关系，社会情感适应和学校成绩的关联。该量表在平等和包容的两个广泛方面包括六个子量表：接触与合作，（不平等）待遇，逃避颜色和文化多元化：遗产和跨文化学习，批判意识和多元文化主义。（从德国1335名中学生使用数据中号_年龄 ; 51％男性; = 14.7的51％移民背景），规模移民背景，性别，和学校的轨道，并且在可靠性和个人教室水平证明测量不变性。更加积极的多样性气候，更好的跨文化关系（平等与包容）和更多的学习文化多样性的机会（文化多元性））与更积极的学生成绩相关联。有趣的是，多元文化主义与文化多元主义其他方面所观察到的负面影响无关。不同的气候方面的关系也因学习成果和学生的移民背景而异。这强调了在评估上下文中文化多样性的不同方法时，细化观点的重要性。