Session Information
Paper Session
Contribution
Children and young adults with a migration background are multiply disadvantaged within the German education system, clearly visible for example in the higher rates of transfer to special education streams and the over-representation in low qualifying education streams geared towards vocational training, into which students are sorted at the end of primary school (United Nations 2007, OECD 2007, Bertram 2006, Deutsches PISA-Konsortium 2001). Even though the German school system advances this imbalance specifically through its fragmented secondary school system, unequal education participation by students with migration backgrounds can be observed for a number of European countries (cf. Gomolla 2005, Tikly 2006). The involvement of parents with migration backgrounds in schools has been identified as a core component aimed at correcting the inequalities in the education system. However, even though a number of successful projects involving parents with migration backgrounds in schools have been documented (cf. Spies 2006, Heinrich-Böll-Stiftung 2008) and it has been shown that parents with migration backgrounds have high education aspirations for their children (Steinbach/Nauck 2005), at the same time racialised attributions by teachers with regard to a lack of interest of these parents in participation can be found (Gomolla/Radtke 2002).
In this context, the relationship parents with migration backgrounds have with the schools their children attend is of interest: the research presented in this paper analyses empirical data that has been collected to assess various facets of the parent-school relationship, as in frequency and type of contact between parents and the school, the quality of the relationship between parent and teacher and parental satisfaction with their children's school. Data from parents with migration background and parents without migration backgrounds are compared, as well as data from primary school parents and secondary school parents, to assess parents’ perception of school and to identify areas for improvement.
Method
Expected Outcomes
References
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