Cooperation vs competition: The role of ethnic diversity and intercultural climate in schools in Russia and Tajikistan

Abstract

In the context of global migration, schools function not only as educational institutions but also as social spaces where intercultural relationships are shaped. This study investigates the role of ethnic diversity in moderating the relationship between intercultural school climate and students’ interaction strategies (cooperation vs. competition). The sample included students from Russia (N = 185) and Tajikistan (N = 158), all studying in multicultural classrooms. The study employed selected subscales from the Classroom Cultural Diversity Climate Scale (intercultural learning and support for intercultural contact), along with a modified version of Rahim’s Organizational Conflict Inventory adapted to peer interaction contexts (cooperation and competition). Results showed that both intercultural learning and support for intercultural contact were positively associated with cooperative strategies in both countries. However, their influence on competitive strategies was more pronounced in the Tajik sample. Ethnic diversity served as a moderator: in Russian schools, it amplified the positive association between intercultural learning and cooperation, whereas in Tajik schools, this moderating effect was less evident. These findings underscore the importance of educational programs that promote intercultural engagement and cooperative forms of peer interaction.