Schools are key contexts for the development of adolescents’ critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents’ critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents’ critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity.

中文翻译：

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批判意识在学校的社会化：课堂气氛、社会伊斯兰恐惧症和青少年的批判行为

学校是青少年批判意识发展的重要场所。我们探讨了课堂文化多样性氛围的三个维度（批判意识、色彩回避和多元文化主义）如何与青少年的批判性反思（即感知到的社会伊斯兰恐惧症）和预期的批判性行动（即政治行动主义）相关。我们的样本包括经历高（第二代，穆斯林，N  = 237）和低（非移民后裔，非穆斯林，N = 478）在德国的污名化。多层次分析表明，对于这两个群体而言，批判意识氛围，而不是回避色彩或多元文化氛围，与感知到的社会伊斯兰恐惧症和预期的批判行动呈正相关。因此，为了促进青少年的批判意识，学校不应只强调共同的人性和庆祝文化多样性，而应包括对社会不平等的明确讨论。