Govaris, ChristosKassis, WassilisSakatzis, DimitrisSarafidou, Jasmin-OlgaChouvati, Raia2023-06-292021-08-312023-06-292021-08-252227-7102https://doi.org/10.3390/educsci11090461https://doi.org/10.26041/fhnw-3869https://irf.fhnw.ch/handle/11654/32600By 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.enCC0 1.0 UniversalRecognitive justiceInequality at schoolIntersectionalityRecognition by teacher370 - Erziehung, Schul- und Bildungswesen01A - Beitrag in wissenschaftlicher Zeitschrift21