ArticleEuropean journal of psychology of education = Journal europeen de psychologie de l'education2023
Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research.
Article in European journal of psychology of education = Journal europeen de psychologie de l'education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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6 citing papers in PubMed.
- Theta activity as a marker of cognitive development in infancy: A longitudinal study across the first two years of life.Developmental cognitive neuroscience · 2025Article
- Promoting Social Identities as Resources-The Role of Ethnic and National Identity Development for Adolescents' Global Identity Coherence in Ethnic-Culturally Diverse Schools in Germany.Journal of community psychology · 2025Article
- Investigating Preservice Teachers' Competence to Notice Ethnic Microaggressions in the Classroom.Journal of community psychology · 2025Article
- Critical Reflection into Action: Facilitating Conditions of Antiracist Action among White Youth in the Netherlands.Journal of youth and adolescence · 2025Article
- Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality.Journal of youth and adolescence · 2025Article
- Ethnic-Racial Socialization Through the Lens of German Young Adults of Turkish, Kurdish, East, and Southeast Asian Heritage.Journal of community psychology · 2025Article
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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,
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