Recognitive justice and educational inequalities. AniIntersectional approach involving secondary grade school students in Greece
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[Artikel: Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece]
Authors
Author (Corporation)
Publication date
25.08.2021
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Education Sciences
Special issue
DOI of the original publication
Link
Series
Series number
Volume
11
Issue / Number
9
Pages / Duration
21
Patent number
Publisher / Publishing institution
MDPI
Place of publication / Event location
Basel
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
By applying an intersectional approach, mainly through multiple regression analysis and multivariate interaction tests with MANOVA, we were able to identify that migrant students and students from families with a low educational level experienced a significantly lower degree of recognition, mainly with the forms of respect and social esteem, both in their relationships with teachers and with peers. Additionally, levels of recognition among teachers explained the large amount of variability in academic achievement and self-esteem, while higher levels of recognition among peers were a significant predictor of the respective students’ higher self-esteem.
Keywords
Recognitive justice, Inequality at school, Intersectionality, Recognition by teacher
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
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Date of the last check
ISBN
ISSN
2227-7102
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
License
Citation
GOVARIS, Christos, Wassilis KASSIS, Dimitris SAKATZIS, Jasmin-Olga SARAFIDOU und Raia CHOUVATI, 2021. Recognitive justice and educational inequalities. AniIntersectional approach involving secondary grade school students in Greece. Education Sciences. 25 August 2021. Bd. 11, Nr. 9, S. 21. DOI 10.3390/educsci11090461. VerfĂĽgbar unter: https://doi.org/10.26041/fhnw-3869