Vietze Jana, Schwarzenthal Miriam, Moffitt Ursula, Civitillo Sauro
Department for Psychology, Education, and Child Studies (DPECS), Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, the Netherlands.
Department of Inclusive Education, University of Potsdam, Potsdam, Germany.
Eur J Psychol Educ. 2023;38(1):389-408. doi: 10.1007/s10212-022-00611-2. Epub 2022 Mar 11.
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, = 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.
在整个欧洲大陆，教育研究样本常常按照“移民背景”进行划分，这一二元变量因掩盖了参与者的异质性并强化了排他性的归属规范而受到批评。本研究通过提供四个指导性问题，支持开展更具意义、代表性和精确性的研究，这些问题用于为心理和教育研究中数据的收集与分析选择相关的、以社会正义为导向且可行的社会类别。通过一个预先注册的实证案例，我们首先比较所选社会类别（“移民背景”、家庭传承、宗教、公民身份、文化认同和代际状况）揭示参与者异质性的潜力。其次，我们调查了德国1335名青少年（48%为女性，平均年龄 = 14.69岁）中变量（歧视经历、感知到的社会伊斯兰恐惧症和国家认同）与学业动机之间的均值差异和关系。回归分析和多组结构方程模型揭示了歧视对学业动机的不同体验和影响。结果强调了需要审慎、透明地使用社会类别，以使歧视显现出来，并将参与者的主观体验作为核心。
