Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece

Loading...
Thumbnail Image
Publication date
Authors
Govaris, Christos
Sakatzis, Dimitris
Sarafidou, Jasmin-Olga
Chouvati, Raia
Kassis, Wassilis
Journal Title
Journal ISSN
Volume Title
Publisher
MDPI
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.
Description
Keywords
recognitive justice, inequality at school, intersectionality, recognition by teacher
Citation
DOI of the original publication
Citation
Govaris, C., Sakatzis, D., Sarafidou, J.-O., Chouvati, R., & Kassis, W. (2021). Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece. Education Sciences, 11(9), 21. https://doi.org/10.3390/educsci11090461
Endorsement
Review
Supplemented By
Referenced By
Creative Commons license
Except where otherwised noted, this item's license is described as CC0 1.0 Universal

Version History

Now showing 1 - 2 of 2
VersionDateSummary
2023-06-26 12:30:11
Lizenz
1*
2021-08-31 10:29:53
* Selected version