Disentangling the Web of Marginalization
A Multigroup SEM Study on Social and Academic Inequality in Danish Public Schools
Bibliographic Data
| ID | 3334361 |
|---|---|
| Authors | Michael Bruun Andersen (0000-0002-7494-7382, Aalborg University, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 2 |
| Publication date | 2024-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440241249871 |
| OpenAlex | W4398148726 |
| Language | EN |
| Citations received | 2 |
| References cited | 31 |
This study examined the variable relationships among four factors and school liking, controlling for gender, grade level, and maternal educational level. Repeated cross-sectional survey data from Danish public schools were analyzed across three measurement points (2015, 2017, and 2019) using multigroup structural equation modeling. Responses of students (Grades 0-3; ages 6-9), class teachers, and parents were analyzed in conjunction. The results revealed a strong association between adaptation to school norms and academic performance. Notably, girls demonstrated easier adaptation to school norms than boys, partly explaining the prevalent gender gap in academic performance. Furthermore, a positive association was found between classroom inclusion and school liking, indicating that socially marginalized students experience lower well-being. Finally, the parental community was associated with classroom inclusion, suggesting that strengthened cooperation among parents can protect students from social marginalization in the classroom. The findings emphasize the significance of students' social skills for both academic performance and classroom inclusion, and also the importance of classroom inclusion for student well-being
Academic achievement · Danish · Developmental psychology · Inequality · Structural equation modeling · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Youth Development and Social Support
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Effects of peer victimization in schools and perceived social support on adolescent well-being
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Common method biases in behavioral research
Cross-Validation Of Covariance Structures
School climate and parental involvement buffer the risk of peer victimization on suicidal thoughts and behaviors among Asian American middle school students
Parental involvement
Estimating the percentage of marginalised students in Danish public schools
Inclusion
Effects of Parental Involvement on Experiences of Discrimination and Bullying
Life Satisfaction and Student Engagement in Adolescents
A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement
Principles and Practice of Structural Equation Modeling
Gender differences in scholastic achievement
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |