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Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece
ISSN der Zeitschrift
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.
recognitive justice, inequality at school, intersectionality, recognition by teacher
DOI der Originalpublikation
GOVARIS, Christos, Dimitris SAKATZIS, Jasmin-Olga SARAFIDOU, Raia CHOUVATI und Wassilis KASSIS, 2021. Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece. Education Sciences. 25 August 2021. Bd. 11, Nr. 9, S. 21. DOI 10.3390/educsci11090461. Verfügbar unter: https://doi.org/10.26041/fhnw-3869