Social marginalisation and academic performance: a multigroup SEM analysis of key factors underlying inequality in Danish public schools
by Martin Brygger Andersen
International Journal of Quantitative Research in Education (IJQRE), Vol. 5, No. 4, 2022

Abstract: This study's purpose was to analyse key factors underlying social marginalisation and academic performance. The 2017 data from the Danish PLM survey (N = 42,703) were analysed which contained responses by students (grades 4-10), parents, and class teachers. Multigroup structural equation modelling was applied to explore anticipated gender differences. Two critical factors were identified that were associated with reduced levels of social marginalisation: 1) the degree of teacher support; 2) the strength of the parental community. Finally, the study indicated that girls, and students at lower grade levels, tend to experience greater social marginalisation.

Online publication date: Tue, 28-Mar-2023

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