A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non-immigrant students) and immigrant students’ self-esteem, academic self-concept, achievement and perceived discrimination. We furthermore tested whether academic self-concept, self-esteem, and perceived discrimination mediated the relation between the four facets and achievement. Relying on a sample of 700 immigrant students (M_age = 12.62 years; SD = 1.12; 45.4% female) from 87 Austrian secondary school classes, all effects were estimated at two levels (L1, individual student level; L2, classroom level) in multilevel mediation models. It was shown that learning about multicultural topics and intercultural relations, and interest shown by teachers positively predicted academic self-concept and self-esteem at L1. Learning about intercultural relations negatively predicted discrimination at L1. At L2, learning about intercultural relations positively predicted academic self-concept and negatively predicted perceived discrimination. None of the facets predicted achievement at L1 and L2. However, academic self-concept (positively) and self-esteem (negatively) fully mediated the effect of learning about multicultural topics, learning about intercultural relations, and interest shown by teachers on achievement at L1.

中文翻译：

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移民青少年对多元文化氛围的看法：与自尊、学术自我概念、成就和歧视的关系

文化多元主义氛围重视群体之间的差异并促进对不同文化的了解。本研究调查了多元文化氛围的四个方面（学习多元文化主题、学习跨文化关系、教师表现出的兴趣、非移民学生表现出的兴趣）与移民学生的自尊、学业自我概念、成就之间的关系。和感知的歧视。我们进一步测试了学术自我概念、自尊和感知歧视是否介导了四个方面与成就之间的关系。依托700名移民学生样本（M_年龄=12.62岁；SD= 1.12; 45.4% 的女性）来自 87 个奥地利中学班级，在多级中介模型中，所有影响都在两个级别（L1，个别学生级别；L2，课堂级别）进行估计。结果表明，学习多元文化主题和跨文化关系以及教师表现出的兴趣积极预测了 L1 的学业自我概念和自尊。了解跨文化关系对 L1 的歧视有负面影响。在 L2 中，学习跨文化关系积极预测学术自我概念，消极预测感知歧视。没有一个方面预测 L1 和 L2 的成就。然而，学术自我概念（积极）和自尊（消极）充分调节了学习多元文化主题、学习跨文化关系、