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dc.contributor.authorGovaris, Christos
dc.contributor.authorSakatzis, Dimitris
dc.contributor.authorSarafidou, Jasmin-Olga
dc.contributor.authorChouvati, Raia
dc.contributor.authorKassis, Wassilis
dc.date.accessioned2021-08-31T10:29:53Z
dc.date.available2021-08-31T10:29:53Z
dc.date.issued2021-08-25
dc.identifier.doihttps://doi.org/10.3390/educsci11090461
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/32600
dc.identifier.urihttp://dx.doi.org/10.26041/fhnw-3869
dc.description.abstractBy 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.en_US
dc.description.urihttps://www.mdpi.com/2227-7102/11/9/461en_US
dc.language.isoen_USen_US
dc.publisherMDPIen_US
dc.relationInequalities and Resilience at School, an international Comparisonen_US
dc.relation.ispartofEducation Sciencesen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.accessRightsAnonymous*
dc.subjectrecognitive justiceen_US
dc.subjectinequality at schoolen_US
dc.subjectintersectionalityen_US
dc.subjectrecognition by teacheren_US
dc.titleRecognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greeceen_US
dc.type01 - Zeitschriftenartikel, Journalartikel oder Magazin*
dc.volume11en_US
dc.issue9en_US
dc.spatialBaselen_US
fhnw.publicationStatePublisheden_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.InventedHereYesen_US
fhnw.pagination21en_US
fhnw.IsStudentsWorknoen_US


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