The approach of schools to ethnic diversity. The perspective of majority and minority pupils.

Autor/inn/en	Mlinar, Karmen; Pecek, Mojca
Titel	The approach of schools to ethnic diversity. The perspective of majority and minority pupils. Paralleltitel: Pristop sol k etnicni raznolikosti: pogledi ucenk in ucencev vecinske in manjsinskih etnicnih skupin.
Quelle	In: CEPS journal, 14 (2024) 4, S. 13-32Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35084 10.26529/cepsj.1887
URN	urn:nbn:de:0111-pedocs-350847
Schlagwörter	Ethnischer Aspekt; Schule; Schulsystem; Schüler; Multikulturalität; Diskriminierung; Empirische Untersuchung; Diversität; Minderheit; Slowenien
Abstract	The growing multiculturalism in schools in most European countries, including Slovenia, poses new challenges for both teachers and pupils. Although the Slovenian school system relies on numerous strategies and guidelines for the inclusion of minority pupils, discrimination is still an everyday issue, especially when it comes to pupils from former Yugoslav countries and Roma. The aim of the present study was to investigate how pupils (N = 897) from minority groups (Albanians, Bosniaks, Hungarians, Roma, Serbs) perceive the approach of schools to ethnic diversity in comparison to the majority group (Slovenians). Exploratory factor analysis was conducted on a self-developed scale, resulting in a twofactor solution: schools' efforts to embrace distributive equality (F1) and to foster diversity recognition (F2). For each factor, the perceptions of minorities were compared with those of the majority. The results show statistically significant differences in the perceptions of Bosniaks and Slovenians within F1, and of Hungarians and Serbs and Slovenians within F2. Furthermore, an analysis of the differences in the perception of F1 and F2 for each ethnic group show statistically significant differences for all ethnic groups except for Hungarians. The results suggest that the Slovenian school system needs to re-evaluate its practices by making more effort to foster the recognition of diversity. By recognising and valuing diversity alongside equality, schools can better address discriminatory practices and promote inclusion, which leads to the uniqueness of each identity being respected, valued and appreciated. Possible strategies to achieve this goal are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3