No abstract

Volunteers are perceived as an important link in the inclusion of migrant students in schools, when institutions cannot take care of this on their own. For the theoretical part of the article systematic literature review was done, starting with 15,826 initial results, systematically reduced to 15 sources included in the theoretical part. The article discusses the role of volunteering in the inclusion of migrant students in schools and pay special attention on the results (reasons/need to volunteer) within the RoMigSc project. While the results show that volunteers expect personal benefit (e.g. career advancement), most of them are also internally (e.g. concerned for the disadvantaged ones) and externally (e.g. people close to them also volunteer) motivated. Future research, and especially practice shall consider recruiting internally motivated volunteers to work with migrant students. Although personal benefits can also increase volunteering, internal motivation is one of the leading factors.

Purpose: This study investigates changes in students’ attitudes toward immigrants among 14-year-old students in Slovenia, between the International Civic and Citizenship Education Study (ICCS) cycles of 2009 and 2016. Additionally, it explores the relationship between civic knowledge and attitudes toward immigrants. Study design/methodology/approach: The study performed descriptive statistics and further linear regression analysis to investigate the relationship between civic knowledge and students’ attitudes toward immigrants. Findings: The results show that attitudes toward immigrants have become slightly more positive between the two cycles in Slovenia, but the differences are not statistically significant. Civic knowledge is positively related to attitudes toward immigrants in both cycles. These findings are consistent with previous studies, highlighting the importance of education in promoting positive attitudes toward immigrants and the need for continuous evaluation of educational policies and practices to improve attitudes toward immigrants in Slovenia and beyond. Originality/value: The originality and value of this study lie in its focus on Slovenian students' attitudes toward immigrants and their relationship with civic knowledge, by analyzing data from two ICCS cycles.

Obstajajo številne raziskave, ki socialno-ekonomski status (SES) otroka povezujejo z različnimi formami udejstvovanja otroka v njegovi otroški in adolescentni dobi. S socialno-ekonomskim statusom na področju edukacije tako povezujemo dejavnike kot so izobraževalno udejstvovanje, nadalnja poklicna usmeritev ter priviligiranost in subjektivno dojemanje posameznika s strani okolice na podlagi SES. SES torej vpliva tako na splošno delovanje posameznika in njegov nadaljni razvoj, kot psihično in mentalno dojemanje sveta (American Psychological association, b.d.).Analize, ki se na teoretični in empirični ravni lotevajo raziskovanja povezav med SES in participacijo otrok obravnavajo različne teme in dajejo rezultate kot so:-da nizek SES zaradi izkušenj in okoljskih vplivov dokazano vpliva na nižji izobraževalni izid učencev (Shonkoff in Garner, 2012), -da otroci z nižjim SES po raziskavah dosegajo za vsaj 10 % nižji uspeh na nacionalnih testih znanja matematike in bralne pismenosti (Hochschild, 2003),da SES močno vpliva tudi na participacijo in vključenost v naravoslovje. Učenci, dijaki in študentje z višjim SES se namreč bolj Vloga socialno-ekonomskega statusa pri državljanskih aktivnostih osmošolcev v Sloveniji (Sekundarna analiza ICCS 2016