Team-Level Mechanisms of Diversity: Evidence from a Swedish Compulsory School

The study examines how cultural diversity—operationalised as perceived ethnic diversity—is enacted and negotiated within teaching teams in a Swedish compulsory school, and identifies the mechanisms and organisational conditions that shape its effects. Drawing on 19 interviews with educators from varied linguistic and cultural backgrounds, we conduct a thematic analysis of collaboration, professional roles, and everyday work. Findings show three mechanisms through which diversity becomes consequential: (1) cultural brokerage with students and families that fosters trust and belonging; (2) language-as-infrastructure that organises planning, administration, and parent liaison—and can stratify roles when unrecognised; and (3) intersecting gender norms that, at times, reproduce unequal expectations despite egalitarian ideals. Diversity is therefore neither asset nor liability per se; outcomes hinge on recognition practices, role design around language work, and everyday leadership. We outline practical levers for schools: formally recognise liaison/brokerage in workload and appraisal, rotate planning and parent-contact tasks, and provide light translation scaffolds alongside psychologically safe forums for reflection.