Beyond 'Migrant Background': How to Select Relevant, Social Justice Oriented, and Feasible Social Categories in Educational Research

Autor/inn/en	Vietze, Jana; Schwarzenthal, Miriam; Moffitt, Ursula; Civitillo, Sauro
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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