Abstract
The purpose of this report is to describe, analyse and discuss the major findings of the qualitative phase of the EDUMIGROM project. The questions of analysis are:
1. How do social, gender and “ethnic” factors and their interplay inform performance, attendance and the general position of “minority ethnic” adolescents in school? How do these factors intervene in forming educational strategies, and how are they reflected in longer-term career options?
2. How do “minority ethnic” students and their families relate to actual school experiences and to schooling in general? How do they interpret success, failure and variations in advancement? What are their views on issues of justice, discrimination and equality in the context of schooling?
3. What are the typical strategies of identity formation for “minority ethnic” youth, and what roles do schools, families, peer relations and the broader inter-ethnic environment play in the process? How do experiences of “othering” inform the shaping of “minority ethnic” identity?
4. Who are the agents (institutions, persons) responsible for promoting equal opportunities in the education of “minority ethnic” youth, and for diminishing the gap between majority and minority students? Who are the partners in achieving these goals? What are the sources of hindrance?
1. How do social, gender and “ethnic” factors and their interplay inform performance, attendance and the general position of “minority ethnic” adolescents in school? How do these factors intervene in forming educational strategies, and how are they reflected in longer-term career options?
2. How do “minority ethnic” students and their families relate to actual school experiences and to schooling in general? How do they interpret success, failure and variations in advancement? What are their views on issues of justice, discrimination and equality in the context of schooling?
3. What are the typical strategies of identity formation for “minority ethnic” youth, and what roles do schools, families, peer relations and the broader inter-ethnic environment play in the process? How do experiences of “othering” inform the shaping of “minority ethnic” identity?
4. Who are the agents (institutions, persons) responsible for promoting equal opportunities in the education of “minority ethnic” youth, and for diminishing the gap between majority and minority students? Who are the partners in achieving these goals? What are the sources of hindrance?
| Translated title of the contribution | Etniske forskelle i uddannelse: Danmark |
|---|---|
| Original language | English |
| Place of Publication | Center for Policy Studies, Central European University, Budapest, Hungary |
| Pages | 1-70 |
| Number of pages | 70 |
| Publication status | Published - 2010 |
Keywords
- Faculty of Humanities