Intergroup contexts of classrooms have an influence on mainstream and ethnic belonging of youth of immigrant descent. Based on the normative reference group theory, a higher level of ethic identification is expected in classrooms with a higher proportion of co-ethnic youth and, based on constrict theory, a lower level of mainstream identification is expected in ethnically more diverse classrooms. However, these relations between ethnic composition and cultural belonging may differ between countries due to differences in multicultural policies and colonial histories.