The Approach of Schools to Ethnic Diversity: The Perspective of Majority and Minority Pupils

Oct 15, 2026

The study examines how pupils from minority ethnic groups perceive school approaches to ethnic diversity compared with majority-group pupils. Using a self-developed scale with exploratory factor analysis, the research identifies two dimensions: schools’ efforts for distributive equality and efforts to foster diversity recognition. Statistically significant differences emerge across specific minority groups and factors, suggesting the Slovenian system should strengthen recognition and valuation of diversity alongside equality to better counter discrimination and promote inclusion.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Study aim and approach

Factor structure and comparison results

Implications and strategies

DOI: [https://doi.org/10.26529/cepsj.1887](https://doi.org/10.26529/cepsj.1887) The Approach of Schools to Ethnic Diversity: The Perspective of Majority and Minority Pupils Karmen Mlinar*1 and Mojca Peček2 • The growing multiculturalism in schools in most European countries, including Slovenia, poses new challenges for both teachers and pupils. Although the Slovenian school system relies on numerous strategies and guidelines for the inclusion of minority pupils, discrimination is still an everyday issue, especially when it comes to pupils from former Yugoslav countries and Roma. The aim of the present study was to investigate how pupils (N = 897) from minority groups (Albanians, Bosniaks, Hungarians, Roma, Serbs) perceive the approach of schools to ethnic diversity in comparison to the majority group (Slovenians) . Exploratory factor analysis was conducted on a self-developed scale, resulting in a twofactor solution: schools’ efforts to embrace distributive equality (F1) and to foster diversity recognition (F2) . For each factor, the perceptions of minorities were compared with those of the majority. The results show statistically significant differences in the perceptions of Bosniaks and Slovenians within F1, and of Hungarians and Serbs and Slovenians within F2. Furthermore, an analysis of the differences in the perception ofF1 and F2 for each ethnic group show statistically significant differences for all ethnic groups except for Hungarians. The results suggest that the Slovenian school system needs to re-evaluate its practices by making more effort to foster the recognition of diversity. By recognising and valuing diversity alongside equality, schools can better address discriminatory practices and promote inclusion, which leads to the uniqueness of each identity being respected, valued and appreciated. Possible strategies to achieve this goal are discussed. Keywords: diversity recognition, distributive equality, basic school, pupils, discrimination 1 *Corresponding Author. Department for Continuing Education Research and Educational Technologies, University for Continuing Education Krems, Krems an der Donau, Austria; [karmen.mlinar@donau-uni.ac.at](karmen.mlinar@donau-uni.ac.at). 2 Faculty of Education, University of Ljubljana, Ljubljana, Slovenia. 14 the approach of schools to ethnic diversity: the perspective of majority and ... Pristop šol k etnični raznolikosti: pogledi učenk inučencev večinske in manjšinskih etničnih skupin Karmen Mlinar in Mojca Peček • Naraščajoča večkulturnost šol v večini evropskih držav, vključno s Slovenijo, prinaša nove izzive za učiteljice in učitelje pa tudi za učenke inučence. Čeprav se slovenski šolski sistem opira na številne strategijein smernice za vključevanje učenk in učencev iz manjšinskih etničnih skupin, je diskriminacija še vedno vsakodnevna težava, zlasti ko gre zaučenke in učence iz držav nekdanje Jugoslavije in Rome. S to raziskavosmo želeli ugotoviti, kako učenke in učenci (N = 897) manjšinskih etnij (albanske, bošnjaške, madžarske, romske, srbske) gledajo na pristop šol k etničnih raznolikosti v primerjavi z učenkami in učenci večinske etnije (slovenske). Trditve z lestvice, ki sta jo razvili avtorici prispevka, so bile analizirane z eksploratorno faktorsko analizo, rezultat katere sta bila dvafaktorja: prizadevanje šol za doseganje distributivne pravičnosti (F1) in pripoznanje različnosti (F2) . Za vsak faktor je bila opravljena primerjava pogledov učenk in učencev manjšinskih etnij s pogledi učenk inučencev večinske etnije. Rezultati kažejo statistično pomembne razlike v pogledih Bošnjakinj in Bošnjakov ter Slovenk in Slovencev v okviru F1 in v pogledih Madžark in Madžarov ter Srbinj in Srbov v primerjavis pogledi Slovenk in Slovencev v okviru F2 . Poleg tega analiza razlik vpogledih znotraj F1 in F2 za vsako etnijo kaže statistično pomembne razlike za vse etnije, razen za Madžarke in Madžare. Rezultati nakazujejo, da bi moral slovenski šolski sistem pono

FAQs

What is the main aim of the study?

To investigate how minority pupils perceive schools’ approaches to ethnic diversity compared with the majority group.

How were perceptions measured and analyzed?

The study used a self-developed scale and applied exploratory factor analysis, producing two factors.

What two factors describe the schools’ approach to ethnic diversity?

Distributive equality (F1) and fostering diversity recognition (F2).

What do the findings imply for the Slovenian school system?

Schools should re-evaluate practices by increasing efforts to foster recognition of diversity alongside equality, helping address discriminatory practices and support inclusion.

Oct 15, 2026

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