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Autor/inn/en | Vietze, Jana; Schwarzenthal, Miriam; Moffitt, Ursula; Civitillo, Sauro |
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Titel | Beyond 'Migrant Background': How to Select Relevant, Social Justice Oriented, and Feasible Social Categories in Educational Research |
Quelle | In: European Journal of Psychology of Education, 38 (2023) 1, S.389-408 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Vietze, Jana) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0256-2928 |
DOI | 10.1007/s10212-022-00611-2 |
Schlagwörter | Foreign Countries; Educational Research; Social Justice; Social Influences; Classification; Data Collection; Data Analysis; Psychological Studies; Immigrants; Family Characteristics; Background; Religion; Citizenship; Cultural Influences; Social Discrimination; Social Bias; Islam; Nationalism; Ethnicity; Student Motivation; Adolescents; Europe; Germany Ausland; Bildungsforschung; Pädagogische Forschung; Soziale Gerechtigkeit; Sozialer Einfluss; Classification system; Klassifikation; Klassifikationssystem; Data capture; Datensammlung; Auswertung; Immigrant; Immigrantin; Immigranten; Hintergrundinformation; Staatsbürgerschaft; Cultural influence; Kultureinfluss; Soziale Benachteiligung; Soziale Schließung; Nationalismus; Ethnizität; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Europa; Deutschland |
Abstract | Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48% female, M[subscript age] = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |