Social Participation of German Students with and without a Migration Background

Autor(en)

Niklas Hamel, Susanne Schwab, Sebastian Wahl

Abstrakt

Social participation is an important factor for students’ socio-emotional/academic development. The literature on the topic discusses four domains in this regard: friendships, interactions, social acceptance, and self-perception of social inclusion. It shows that marginalized groups (e.g., students with behavioral problems/learning deficiencies/physical disabilities) are experience difficulties in those domains. Little, however, is known about the effect of a migration background (one of the most commonly marginalized groups) in this context. Therefore, self-ratings and peer ratings of 818 fourth graders (148 with a migration background, defined by their first learned language not being German) were assessed. The results of the ANOVA indicate that students with a migration background show a decreased level of friendships, interactions, and social acceptance. Gender effects on self-perceived social inclusion were also found. This suggests that social participation is a rather complex concept, which is also impaired for marginalized groups due to social factors like a migration background.

Organisation(en)

Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung

Externe Organisation(en)

Bergische Universität Wuppertal, North-West University

Journal

Journal of Child and Family Studies

Band

31

Seiten

1184-1195

Anzahl der Seiten

12

ISSN

1062-1024

DOI

https://doi.org/10.1007/s10826-022-02262-9

Publikationsdatum

01-2022

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Developmental and Educational Psychology, Life-span and Life-course Studies

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/e6da9819-f8ec-429a-86fd-2ac56fb18d04