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The paper reports on an examination of the social values of senior students within a high school with a culturally and linguistically diverse population, in South Australia. The sample (n = 98) contained Australian-born students of Australian parents (34%), Asian-born students of Asian parents (41%), and students of continental European origin (24%). The students' social value patterns were determined using the internationally recognised Schwartz Values Questionnaire, and compared with a control group of Australian-born students of Australian parents in a representative group of culturally and linguistically monogamous schools (n = 561). The findings gave support for the 'melting pot' approach to cultural interaction, although there was some evidence of cultural resistance in particular areas of valuing. The results suggest that there is room for doubt that a particular minority culture can survive in its original form, even if an enclave is set up (either voluntarily or by external design) to protect it. Additionally, the idea that the majority culture can remain unaffected by a large influx of people of foreign cultures, was not supported. The findings have relevance for teaching in schools, and suggest that special sensitivity might need to be developed towards cultural and linguistic imperatives and values in a multi-racial setting.
