Peer acceptance and peer status in relation to students’ special educational needs, migration biography, gender and socio-economic status

Autor(en)

Sebastian Wahl, Mike Trauntschnig, Lisa Hoffmann, Susanne Schwab

Abstrakt

Research within the context of inclusive education is strongly focused on the investigation of students' special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students' SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students' social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.

Organisation(en)

Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung

Externe Organisation(en)

Universität Ulm, Universität Heidelberg, Bergische Universität Wuppertal

Journal

Journal of Research in Special Educational Needs

Band

22

Seiten

243-253

Anzahl der Seiten

11

ISSN

1471-3802

DOI

https://doi.org/10.1111/1471-3802.12562

Publikationsdatum

03-2022

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Education

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/8b52796a-ab87-431e-9a31-3af63c6e062b