The presentation will build on results of EDUMIGROM research project that investigated future prospects of 14-17 years’ old youth attending ethnically diverse schools in 9 countries of the European Union. In countries of Central East Europe Roma /Gypsy while in old EU member-states 2+ generation migrant youth participated in the research. The research included a survey of 14-17 years’ old students in selected multi-ethnic localities and an in-depth qualitative research including interviews and focus group discussions with ethnic minority youth, their parents and the teachers, as well as non-participant observations in classrooms. In this paper I will focus on the mechanisms that lead to various forms of ethno-social segregation in countries of Central-East and Western Europe. The proposed paper will present factors which have an important influence on students’ everyday life beyond academic performance in the light of the extent and nature of segregation. The paper will discuss how various forms of ethno-social segregation have an influence on students’ peer group relations and ties to class-mates and friends; on their relationship to adults in and outside the school. Special focus will be given to the role an ethnically diverse teacher body may play and the various teaching methods employed by teachers in improving the general atmosphere and performance in ethnically and socially diverse schools.

Amnesty International 2010 Steps to end segregation in Education. Briefing to the Government of Slovakia. Amnesty International Publications. http://amnesty.org.uk/uploads/documents/doc_20694.pdf Braddock, Jommils H. and J.M. McPartland (1982): Assessing School Desegregation Effects: New Directions in Research. Research in Sociology of Education and Socialization. Vol. 3, pp.209-282 Crul, Maurice and Jens Schneider ( 2009a): Children of Turkish Immigrants in Germany and the Netherlands: the Impact of Differences in Vocational and Academic Tracking Systems. Teachers College Record, Vol. 111, No. 6. (access: http://www.tiesproject.eu) European Social Survey (2009): Exploring Public Attitudes, Informing Public Policy. (access: http://www.europeansocialsurvey.org) Hare, B., and Castenell, L. (1985). Comparative status and future prospects of black boys. In Geraldine Brookins, Margaret Spencer, and Walter Allen (Eds.), Beginning: The Social and Affective Development of Black Children. New Jersey: Lawrence E. Berlbaum, 201-214., Heckmann, Friedrich et al. (2008): Education and Migration. Brussels: European Commission Miquel Angel, Ferrer-Esteban, G. 2010: How do School Regimes Tackle Ethnic Segregation. Some Insights Supported in PISA 2006. In Dronkers, J (ed.) 2010. Raveaud &van Zanten 2007. Choosing the local school: middle class parents’ values and social and ethnic mix in London and Paris. Journal of Educational Policy 22 (1) p.107-224 Schofield, Janet W. (1991): School Desegregation and Intergroup Relations: A Review of the Literature. Review of Research in Education Vol. 17, pp. 335-409. Steele, Claude M. (1992) Race and the Schooling of Black Americans; The Atlantic Monthly; April 1992; Volume 269, No. 4; pages 67-78. Szalai Júlia, Schiff Claire (ed) 2014 Migrant, Roma and Post-colonial Youth in Education across Europe: Being ‘visibly different’. London: Palgrave, 2014. pp Szalai, Júlia, Vera Messing, and Mária Neményi. 2010. Ethnic and Social Differences in Education in a Comparative Perspective. Comparative Survey Report. Budapest: Central European University, Center for Policy Studies Tajfel, Henri (1982): Social Psychology of Intergroup Relations. Annual Review of Psychology, Vol. 33 pp. 1-39.