Perceptions Of Marginalization Research Articles

The role of marginalisation and role stressors in physical education teachers’ perceived mattering

Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers’ perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education – Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire – Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers’ perceived mattering.

Power, Belonging, and Respectability

Power, Belonging, and Respectability

“They’re coming into school hungry, they’re not ready to learn”. Scottish teachers’ perceptions of marginalization in school mathematics

In recent years, many studies have highlighted significant differences between the mathematical performances of white middle-class boys and several other groups of children with other demographic characteristics. The ways teachers perceive marginalization influence how they make sense of diverse classrooms and how they can actively support pupils from marginalized backgrounds. Discussions about who is marginalized in school mathematics vary across different countries. In Scotland, not least at the level of policymaking, marginalization is typically associated with social class and children’s socioeconomic backgrounds. The main aim of this paper is to explore Scottish teachers’ perceptions of the roots of marginalization in school mathematics. Participants were 29 teachers from different school levels (eight early-years, 11 primary, and 10 secondary teachers). Drawing on data from individual semi-structured interviews, our thematic analysis indicated that teachers’ responses mainly reflected the social-class/poverty discourse of policymakers, while very few recognized other marginalizing variables (for example, gender, English language competence). Yet, none of the teachers talked about how such variables may be interlinked. In conclusion, the intersectional character of marginalization (structural interplay of variables such as race, class gender, sexuality, disability etc.) needs to be promoted more explicitly in initial teacher education and continuous professional development programs.

Timescapes and the vernacular language of Cuba’s popular economies

AbstractThe aim of this article is to explore intersections between the ways different economies create new temporalities and how the need to navigate them affects the everyday lives of Cubans. Local understandings of work, technical and ethical approaches to time all play a role in the perception of marginality. As such, I explore how the predominant reliance on social networks and alternative means of subsistence affects work practices and more broadly defines daily realities of habaneros. I look closely at vernacular language that is used to describe economic practices, perceptions of the Cuban state and its presence in everyday economies. The article is based on a 9‐month ethnographic fieldwork dedicated to investigating everyday life of Havana’s informal settlements (llega y pon) and grassroots strategies of overcoming marginalization.

The Influence of Marginalization on Cultural Attitudes and Trash Disposal Practices in Esfuerzo de Paraíso of the Dominican Republic: A Qualitative Interview Study.

The inadequate management of municipal solid waste (MSW) in fast-developing nations is a major public health problem. Trash collection is often inconsistent, leaving residents to use unsafe disposal methods such as incineration or unregulated dumping. The issue is especially pronounced in marginalized communities, where public service provision is scarce. Past research has identified factors that perpetuate harmful disposal practices. The current study expanded on previous work by exploring how individuals’ perceptions of political, spatial, and economic marginalization affected their agency with regards to waste management. Researchers focused on a marginalized community in the Dominican Republic known as Esfuerzo de Paraíso. There, they conducted semi-structured interviews to explore residents’ perceptions of marginalization at the individual, interpersonal, community, and institutional levels, and its effects on their agency. A qualitative coding process revealed that most community members were discontent with their trash disposal practices, but that long-standing marginalization left them feeling ill equipped to generate change at the individual level. Interviewees believed that change should be initiated at the community level and implemented with the support of institutional-level actors, namely the municipal government. Residents did not identify any non-governmental organizations as possible sources of help, which may suggest a limited view of institutional support networks.

The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation

This study aimed to examine the relationship between commitment to teaching, teacher efficacy, physical education teachers' marginalisation and isolation. Four hundred and eight physical education and sports teachers voluntarily participated in the study. Klein et al.’s Unidimensional Target-Free Commitment Scale was used to assess physical education teachers' commitment to teaching by designing the items to measure commitment to teaching. Perceptions of marginalisation and isolation were evaluated by using the Physical Education-Marginalisation and Isolation Scale. The Ohio Teacher Efficacy Scale was used to determine the level of efficacy beliefs. According to the results, teachers' efficacy positively predicted commitment to teaching, while a high correlation was found between these factors. Teachers' efficacy and commitment to teaching are negatively associated with marginalisation and isolation. Consequently, this study revealed that teachers having a sense of efficacy become more committed to teaching. Correspondingly, this will result in a reduction in marginalisation and isolation. Keywords: Teacher, efficacy, marginalisation, isolation, commitment.

Late‐life immigration, transition process, and information behavior among older Chinese individuals in Australia

AbstractThe study reported in this paper is part of an ongoing project that aims to advance the understanding of older migrants' information behavior in transition and their resilience in leveraging information and technology to achieve social integration into a new country. Through the lens of transition theory, this research investigates the information behavior of Chinese migrants to Australia at an older age (i.e., late‐life migrants), which is little reported in the migrant information behavior literature. Older Chinese migrants' transition process entailed disconnectedness from previous information practices, perceptions of marginalization and having limited access to resources in English, and construction of new/extended information landscape by participating in ethnic associations and using WeChat for communication.

Marginalization of Ethnic Communities and the Rise in Radicalization

Renewed marginalization, coupled with ethnic nationalism, could severely hamper peace, stability, governance, and the delivery of essential service to the people. Therefore, disharmony resulting from marginalization and regional discontent is no more dismissible issues. Muslim communities in Africa, South Asia, and some parts of the Middle East are considered to be highly underprivileged in terms of representation, economic prospects, and education. This exclusion has made young Muslims particularly vulnerable to recruitment by terrorist insurgents who appear to sympathize with their plight. The terrorists usually offer them possible alternatives to earn income and to express their grievances. Since the stability of any society largely depends on political, security, and economic freedom, communities that do not attain it, are likely to be vulnerable to recruitment by insurgent groups that meet their needs. This study examined how Somali Muslims' perceptions of marginalization influenced their radicalization in Kenya. A total of 400 respondents were sampled from a target population of 623,060. Sixty respondents were Muslim religious leaders in Garissa county, 40 respondents were law enforcement personnel working in Garissa County, 100 respondents were government officials in administrative offices within the County, and 200 respondents were local Somali youths aged between 17–35 years. Data was collected from the respondents through the administration of the questionnaires in hard copy form. The split-half method was employed to guarantee reliability of the survey, while validity was addressed by phrasing all survey and FGD questions appropriately in line with the research objectives. The collected data was then examined using quantitative and qualitative analysis methods. The quantitative analysis focused on numerical data, while qualitative analysis was used to analyze non-numerical information provided by respondents. In analyzing Somali Muslim views on marginalization and its effect on radicalization, this study employed correlation research design and Samuel Stouffer's relative deprivation theory of social behaviour. The findings of this study indicate that the perceptions of marginalization by Somali Muslims are related to an upsurge in radicalization.

Do personal accomplishment, resilience, and perceived mattering inhibit physical educators' perceptions of marginalization and isolation?

Do personal accomplishment, resilience, and perceived mattering inhibit physical educators' perceptions of marginalization and isolation?

Perseverance Despite the Perception of Threat and Marginalization: Students’ High Grit in Grad School and Implications for Equity, Diversity, and Inclusion in Higher Education

Aim/Purpose: This paper illustrates the relationship between graduate students’ social identities and their ability to persevere in an academically rigorous graduate setting. Through our analysis we show that while many students experience marginalization and threats to their identity, they display no less grit than those who do not experience marginalization and threats to their identity. Background: There are contentious debates in higher education about the role that universities should play in promoting equity, diversity, and inclusion principles. Existing arguments rarely consider students’ social identity in conjunction with their academic mindsets and ability to succeed in the graduate school environment, but instead make assumptions of who students are and of what they are capable. Methodology: Survey methods and quantitative analyses, including regression and ANOVA testing. Contribution: While demonstrating that students who experience marginalization and social identity threat display no less grit than their counterparts, we claim that all students would still desire to live and work in a society in which their social identities are respected and honored. Findings: Many students, even those successfully navigating graduate school, still identify as oppressed or marginalized, which is strongly related to certain social identities and to social identity threat. No demographic or oppression-based variable alone correlates negatively or positively with perseverance as tested by the grit scale we used. Recommendations for Practitioners: We recommend that universities uphold a commitment to diversity and inclusion in order to create welcoming environments for all students to thrive. Recommendation for Researchers: We recommend that researchers focus on the intersections of identity, perseverance, and policy to fully address the issues of marginalization and social identity threat at graduate school campuses. Impact on Society: Our paper works to counter the often-negative perception of students who identify as marginalized and who demand more inclusive university environments. Future Research: In future studies, it would be beneficial for the field to address other social identities and examine their perceptions of marginalization and inclusion and assess impacts on academic mindset.

Managing Diversity for Organizational Efficiency

The article examined “managing diversity for organizational efficiency.” It sought to find out the extent to which diversity management influences organizational efficiency through the management of conflict, cultural diversity, and employees’ perception of marginalization as well as teamwork and employee work attitude. The survey design was employed. A sample of 178 respondents from nine multinational companies in south-south Nigeria was employed. Research data were analyzed using structural equation modeling, with diversity management and organizational efficiency serving as latent variables. The results show that the management of cultural diversity, employees’ perception of marginalization, and conflict significantly influences diversity management. Furthermore, diversity management and teamwork significantly influence organizational efficiency. The need for managers of diverse workforces to give priority to diversity management, to ensure its effective implementation, was suggested, among others.

Nontraditional Students' Perceptions of Marginalization in Baccalaureate Nursing Education: Pushed to the Periphery.

Despite the continued efforts to diversify the population of nursing students in the United States, marginalization and attrition remain significant issues for nontraditional students. The purpose of this study was to investigate the relationship between marginality and nontraditional student status in nursing students enrolled in a baccalaureate nursing program in Texas. A nonexperimental, descriptive, correlational design was used for data collection. Participants (n = 192) completed a demographic survey, and marginality was measured using the Koci Marginality Index-70. There was a statistically significant difference in mean scores for a number of variables including gender, age, race/ethnicity, marital status, total household income, completion of a previous college degree, being a parent, and a student for whom English is a nonnative language. The findings from this research study suggest that marginalization remains a significant issue for nontraditional, prelicensure nursing students.

The Tension and Intersection between my Personal and Professional Identities as an Egyptian, Muslim Woman


 
 
 In this autoethnography I connect my personal experience as an Egyptian, Muslim Woman and my professional experience as an Educator to the complex intercultural context in which I found myself (Ellis & Bochner, 2000). Using one critical incident (please see “we are not in America here” vignette) as a point of reflection on the influence that my background has had on my personal and professional learning, career choices, and how my perceptions of marginalization as an Egyptian, Muslim, Woman impacted my attitudes and behaviors and led me to focus on the importance of cultural competence for educators. Now more than ever, because of the divisive and hate rhetoric which is dominating the public and political arenas, I find myself concerned with the encompassing question of how could educators understand the struggles of students who are members of venerable minority groups, so that they could better support their learning?
 
 

Physical education teachers’ perceptions of perceived mattering and marginalization

ABSTRACTBackground: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is known, however, about the relationship between perceived mattering and marginalization, and how teachers navigate social messages associated with each that they receive while teaching. Role socialization theory has emerged as an approach to studying teachers’ experiences in school environments, and can be used to understand their experiences with marginality and mattering.Aims: The purpose of this study was to understand how the social environment of schools influences PE teachers’ perceptions of marginalization and perceived mattering, and how these two constructs interact.Method: The investigation was conceptualized as an interview study, and framed using a social constructivist epistemology. Participants included 30 in-service PE teachers (16 males, 14 females) from the Midwest region of the US. Data were collected using in-depth qualitative interviews, and analyzed through a collaborative approach to data analysis that drew upon both inductive and deductive forms of analysis.Results: Participants identified experiences with both perceived mattering and marginalization in their work, and noted that sometimes these messages were contradictory. Some participants felt the effects of marginalization as their discipline was viewed as a dispensable commodity that is only meaningful for the service it provides to other teachers (e.g. gives elementary classroom teachers a break for planning). Some of the teachers internalized their marginal status and began to see their primary function as supporting the work of teachers in other subjects. Nevertheless, the participants derived a sense of mattering by building relationships with colleagues, administrators, and students, and by advocating for the discipline. Teachers also felt validated when colleagues acknowledge their attempts to implement effective practices, but struggled when working with colleagues who are resistant to change.Conclusions: PE teachers experience both marginalization and perceived mattering, which are shaped largely by social interactions within the school environment. This study specifically lends to the view of marginalization and perceived mattering as two constructs at opposite ends of a continuum, rather than a binary conceptualization. This suggests that it could be the summation of marginalizing experiences and those that promote mattering that lead physical educators to develop overall impressions of their role in schools. Furthermore, this study adds to the literature indicating that physical educators may eventually internalize feelings of marginalization when consistently told that they do not matter. This has implications related to the washout effect whereby teachers who no longer feel as if they are making meaningful contributions to children’s education may compromise their teaching practice.

Complicating marginalisation: the case of Mormon and nonreligious college students in a predominantly Mormon context

There is now compelling evidence that both nonreligious individuals and members of minority religions report feeling marginalised in the United States. However, to date, no one has explored whether a shift from minority status to majority status influences perceptions of marginalisation. In this paper, we explore whether Mormons, members of a minority religion in the USA who perceive marginalisation nationally, contribute to the marginalisation of other minority religious/nonreligious groups when they are the numerical majority. Using data from a survey fielded at a predominantly Mormon university in a predominantly Mormon community in the American West, our data suggest that nonreligious students in a predominantly Mormon context report significantly higher levels of perceived marginalisation. Our findings illustrate that minority status is an important determinant of perceived marginalisation and that numerical minority or majority status should be taken into consideration when examining perceptions of marginalisation.

Personal Accomplishment, Resilience, and Perceived Mattering as Inhibitors of Physical Educators’ Perceptions of Marginalization and Isolation

Purpose: This study sought to develop a quantitative understanding of factors that reduce perceived isolation and marginalization among physical educators. A conceptual model for the relationships among study variables was developed. Method: Data were collected through an online survey completed by 419 inservice physical educators (210 females, 209 males, 93.60% Caucasian). Variables included perceived mattering, resilience, personal accomplishment, as well as isolation and marginalization. Primary data analyses included structural equation modeling to test the hypothesized relationships in the conceptual model. Results: The structural equation model fit was good, χ2(315) = 669.38, p < .001, RMSEA = .05 (90% CI = [.05, .06], p = .285), SRMR = .05, NNFI = .93, CFI = .94. After removing non-significant regression pathways, the structural model generally confirmed the study hypotheses. Discussion/Conclusion: Enhancing personal accomplishment and resilience helps to foster perceptions of mattering, which redu...

Perception of Marginality and Peripherality in an Irish Rural Context

Abstract The existence of marginal regions is closely linked to the socio-spatial polarisation of our society. Although marginality and peripherality can be considered a multidimensional phenomenon, the literature as well as social discourses often address only some of its dimensions, in particular on the basis of objective approaches. Such a research is usually based on the quantification of a wide range of statistical indicators, whether of a social, environmental or economic nature. This study aims to capture another equally important dimension of this phenomenon, namely the perception of marginality and peripherality. Drawing on a series of interviews carried out with experts in the field of Irish rurality, this research points to the various perceptions of this phenomenon in rural Ireland. The results once again confirm the complexity of marginality and peripherality, and highlight many differences but also similarities that exist with regard to this phenomenon in the Irish rural context.

The NEST–NNEST Divide and Teacher Identity Construction in Hong Kong Schools

ABSTRACTDespite widespread acknowledgement of the contribution of nonnative English-speaking teachers (NNESTs) to teaching English as an international language, the privileging of native English-speaking teachers (NESTs) and native-speaker competency, and concomitant marginalization of NNESTs, continues in many countries. To investigate and problematize the role the NEST-NNEST dichotomy plays in teachers’ professional identity construction, this article explores the ways in which multiple discourses interact to enable and constrain opportunities for such construction through in-depth interviews with teachers in Hong Kong. It raises questions about the failure of previous investigations to adequately problematize discourses that establish and support divisions between Hong Kong teachers and also questions the assumption that such divisions are necessarily associated with perceptions of marginalization among those positioned as NNESTs. This article presents suggestions for contesting discourses that establish and support hierarchical relations between teachers and discusses the implications for future research.

Shooting for Lithuania: Migration, National Identity and Men’s Basketball in the East of England

The accession of the ‘A8 states’ into the European Union initiated considerable migration into Western Europe. The impact upon local communities has seen significant attention, yet little research exists that focuses upon migrant experiences and identity specifically in sport. This study used a figurational framework to investigate the lived experiences of basketball among male Lithuanian migrants in the rural east of England. Semistructured interviews highlighted participants’ motivations to migrate, their acculturation experiences and the role that basketball played during their sojourn. Participants considered basketball a significant means for the expression of national identity and as a focus for their resistance to local racializing processes. Conversely, conflict with established local basketball communities and perceptions of marginalization among migrants were common, creating divisions in local basketball competitions.

Inequality and Growth

It was a part of the wisdom of mainstream economics that in the early stages of development inequality would rise but, as growth persisted, it would, eventually, decline. Early evidence seemed to suggest that this pattern would be borne out. But, as time passed and growth persisted, inequality continued to grow, casting doubt on the received wisdom. The aim of this two-volume book is to analyze the current state of global and regional inequality, dissect the phenomenal increase in inequality that we have seen occur in recent times, and better understand the complex relationship between inequality and development. The political instability and conflict that we see around the world, arguably, has connection to economic deprivation of large segments of society and the perception of marginalization. This two-volume work acquires a special significance in the light of these developments.