The Cultural Diversity Climate “Big Five” in Schools: Dimensions, Facets, and a Future Research Agenda

Abstract

Academic Abstract Children and adolescents are growing up in increasingly ethnically, racially, and culturally diverse and often unequal worlds. Therefore, how schools, as key developmental contexts, approach diversity has important implications at individual, group, and societal levels. Here, we present a review, integration, and expansion of research on cultural diversity climate in schools, focusing on five dimensions of diversity climate (the cultural diversity climate “Big Five”) and their facets. We begin by distinguishing cultural diversity climate from other related terms (e.g., diversity ideologies, diversity policies). Then, we discuss the five core dimensions of diversity climate (intergroup contact theory’s optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, polyculturalism climate). We examine facets subsumed under the dimensions, propose new theory-based facets, and outline differences and commonalities between them. Next, we review measurement approaches and highlight future research directions. Overall, this integrative, multidimensional, and multifaceted framework advances psychological theory on diversity climate. Public Abstract Schools play a vital role in how children and adolescents experience and understand diversity. This article reviews the concept of cultural diversity climate in schools, focusing on five key aspects that shape how cultural diversity is approached (i.e., the cultural diversity climate “Big Five”). Our integration of the cultural diversity climate “Big Five” encompasses five main dimensions, such as multiculturalism climate (acknowledging and valuing diversity at school), critical consciousness climate (critically reflecting on and challenging racism and inequities), and polyculturalism climate (raising students’ awareness of connections between groups and cultures). To move towards a more fine-grained understanding of diversity climate, we describe existing facets (i.e., sub-components of the different dimensions) and develop new facets based on theory. We also discuss different ways of measuring cultural diversity climate. This work is important for creating more inclusive, equitable, and critically conscious school environments, thereby supporting all students, especially those from marginalized communities.