Abstract
This study aims to examine student perceptions of school climate in Kazakhstan by adapting the "School Climate for Diversity – College" scale to a new cultural context. A mixed-methods approach was adopted to ensure both linguistic and psychometric validity of the adapted scale. Qualitative analysis evaluated linguistic and contextual relevance, while quantitative methods assessed reliability, factor structure, and measurement accuracy using exploratory and confirmatory factor analysis. The study involved 718 students from selected provinces, predominantly female (73.1%), with an average age of 18.9 years (SD = 2.23). Statistical tests, including the Kaiser-Meyer-Olkin measure and Bartlett’s test of sphericity, confirmed the dataset’s suitability for factor analysis. Exploratory factor analysis revealed a six-factor structure, highlighting "Interaction," "Promotion of Cultural Competence," and "Cultural Socialization" as key factors. Cluster analysis identified four distinct student groups with varied perceptions of school climate. The study findings reveal the multidimensional nature of school climate perceptions in Kazakhstan, identifying opportunities for improvement in cultural socialization and stereotyping reduction. The adapted scale was found to be reliable and valid, offering valuable insights into students' diverse experiences in the region.