Conditions for cultural belonging among youth of immigrant descent in Germany, the Netherlands, Sweden and the United Kingdom. Comparative analysis of intergroup experiences and classroom contexts

Intergroup contexts of classrooms have an influence on mainstream and ethnic belonging youth immigrant descent. Based the normative reference group theory, a higher level ethic identification is expected in with proportion co-ethnic and, based constrict lower ethnically more diverse classrooms. However, these relations between composition cultural may differ countries due to differences multicultural policies colonial histories. Using two waves data from CILS4EU survey, we conduct cross-national comparison relation intergroup belonging. The results imply that both theories cannot be generalized across national contexts, other factors vary as well countries. Therefore, research policy this area should pay attention context terms