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Unravelling Classroom Justice Perceptions among Belgian-Moroccan Students: A Qualitative Content Analysis

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Title: Unravelling Classroom Justice Perceptions among Belgian-Moroccan Students: A Qualitative Content Analysis
Language: English
Authors: Fien Geenen, Lies Saelens (ORCID 0000-0003-0928-0726), Alain Van Hiel, Bart Van de Putte, Barbara Valcke, Peter A. J. Stevens
Source: Social Psychology of Education: An International Journal. 2025 28(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Classroom Environment, Social Justice, Teacher Student Relationship, Cultural Differences, Student Characteristics, Ethnic Groups, Parent Attitudes, Student Attitudes, Minority Group Students, Justice, Equal Education, Social Discrimination, Educational Experience, Foreign Countries
Geographic Terms: Belgium, Morocco
DOI: 10.1007/s11218-025-10098-6
ISSN: 1381-2890
1573-1928
Abstract: The present study employs qualitative content analysis to investigate perceptions of classroom justice within the specific multicultural dynamics of teacher-student interactions. Semi-structured interviews were conducted with fourteen parent-youth pairs of Belgian-Moroccan background, revealing that the three key dimensions of the classroom justice model--distributive, procedural and interactional justice--offer a useful framework for understanding ethnic-cultural minority students' perceptions of injustice. Beyond these dimensions, the analysis uncovered overarching patterns, including the interpretation of perceived classroom injustice in collective terms and the importance of educational tracking in the development of these perceptions. By illuminating the role of justice in terms of underlying attributions, particularly discriminatory intent, the present study extends the classroom justice model and provides valuable insights into how justice perceptions contribute to ethnic-cultural minority students' vulnerable position within the educational system.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479366
Database: ERIC
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  Data: Unravelling Classroom Justice Perceptions among Belgian-Moroccan Students: A Qualitative Content Analysis
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  Data: <searchLink fieldCode="AR" term="%22Fien+Geenen%22">Fien Geenen</searchLink><br /><searchLink fieldCode="AR" term="%22Lies+Saelens%22">Lies Saelens</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0928-0726">0000-0003-0928-0726</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alain+Van+Hiel%22">Alain Van Hiel</searchLink><br /><searchLink fieldCode="AR" term="%22Bart+Van+de+Putte%22">Bart Van de Putte</searchLink><br /><searchLink fieldCode="AR" term="%22Barbara+Valcke%22">Barbara Valcke</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+A%2E+J%2E+Stevens%22">Peter A. J. Stevens</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Psychology+of+Education%3A+An+International+Journal%22"><i>Social Psychology of Education: An International Journal</i></searchLink>. 2025 28(1).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Discrimination%22">Social Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink><br /><searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
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  Data: 10.1007/s11218-025-10098-6
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  Data: 1381-2890<br />1573-1928
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  Data: The present study employs qualitative content analysis to investigate perceptions of classroom justice within the specific multicultural dynamics of teacher-student interactions. Semi-structured interviews were conducted with fourteen parent-youth pairs of Belgian-Moroccan background, revealing that the three key dimensions of the classroom justice model--distributive, procedural and interactional justice--offer a useful framework for understanding ethnic-cultural minority students' perceptions of injustice. Beyond these dimensions, the analysis uncovered overarching patterns, including the interpretation of perceived classroom injustice in collective terms and the importance of educational tracking in the development of these perceptions. By illuminating the role of justice in terms of underlying attributions, particularly discriminatory intent, the present study extends the classroom justice model and provides valuable insights into how justice perceptions contribute to ethnic-cultural minority students' vulnerable position within the educational system.
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      – Text: English
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Morocco
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