Social segregation in education is a significant issue that has persisted from past to present and has been transmitted from generation to generation. Although the right to education is a fundamental principle in European countries, difficulties are encountered in ensuring this right, and educational inequalities, particularly for migrant students, arise. United Nations Educational, Scientific and Cultural Organization’s (UNESCO's) 2019 Global Monitoring Report clearly shows that migrant students are deprived of their right to education and face inequalities  This situation highlights the necessity of revisiting and restructuring educational policies (UNESCO, 2019). Eliminating educational segregation remains a priority issue, particularly to ensure that every child can benefit equally from educational opportunities.

Segregation in education is formed as a result of urban discrimination, school choice by families, and eliminations occurring during the education process (Karsten, 2010). This phenomenon reflects not only differentiation between schools but also a manifestation of social discrimination. The relationship of educational institutions with the urban and social environment provides important clues for understanding this segregation.

Belgium's education policies are based on the principle of free school choice. However, this principle does not operate equally for everyone in practice and also exacerbates social segregation.  In the school choice process, residence, guidance, and orientation activities are largely effective in determining the school to be chosen. While families with better social and economic conditions can choose higher-quality schools, children of immigrant and low-income families are often directed to less preferred schools (Demeuse and Friant,  2011). For example, Moroccan and Turkish-origin immigrant students are more frequently directed to vocational education programs compared to native students. In both the Flemish and French education systems in Belgium, immigrant-origin students are overrepresented in vocational programs, and this is an important indicator of educational segregation (Seynhaeve et al., 2024).

This segregation encompasses various impacts (Crul, 2007; Houtte and Stevens, 2010). Among these effects, the significant differences in students' academic development hold a particularly prominent place. According to the 2022 Programme for International Student Assessment (PISA) results, the difference in mathematics performance between students enrolled in general programs and those in vocational programs in Belgium is 48 PISA points, even when the socio-economic profiles of the schools are taken into account (OECD, 2022). This data clearly demonstrates the academic achievement gap between vocational and general education programs.

There is still a need for research on how the school choice process that leads to educational segregation takes place in Belgium and the educational experiences of immigrant students that arise as a result of this process.  In terms of educational segregation, Pierre Bourdieu's concepts of cultural capital and habitus provide a key tool and a strong theoretical framework for analyzing inequalities between socio-economic and ethnic groups in education systems in this research. This research aims to reveal how social divisions resulting from ethnic inequalities due to the phenomenon of migration lead to educational segregation through the school choice process of immigrant students in Belgium.

This research is shaped around four research questions: 

1. What are the factors that influence the school choices of Belgian immigrant students studying at the vocational education level in Belgium?
2.  Is there a relationship between the school choice of Belgian immigrant students studying at the vocational education level in Belgium and their ethnicity, social class position, family's educational level, and socio-cultural characteristics? 
3. What are the views of Belgian immigrant students studying vocational education in Belgium regarding their educational experiences at school and their relationships with teachers?
4. What are the opinions of Belgian immigrant students studying at the vocational education level in Belgium regarding the impact of their schools on their future lives? 

Research Approach This research follows the survey model (Neuman, 2007), which is ideal for addressing research questions about individuals' self-reported beliefs or behaviors. It allows for multiple questions to be asked at once and various variables to be measured. Due to the need to answer questions that cannot be answered by qualitative or quantitative research methods alone, a mixed methods approach and a simultaneous triangulation design were adopted within the mixed methods research designs (Creswell, 2003). Population and Sample for the Quantitative Aspect of the Research The population of this research consists of Belgian immigrant students, born and raised in Belgium, aged 15-18, studying in the vocational track at the secondary education level during the 2024-2025 academic year. According to Anderson's sample size table (Anderson, et al., 2019), a representative sample of at least 382 students was selected, ensuring 5% error tolerance and 95% confidence. Study Group for the Qualitative Aspect of the Research The study group consists of immigrant students, born and raised in Belgium, aged 15-18, enrolled in vocational tracks during the 2024-2025 academic year. These students were selected using purposive sampling based on specific criteria (Black, 2002; Kümbetoğlu, 2015), ensuring adequate representation. Voluntary participation was ensured, and interviews continued until data saturation was achieved. A total of 25 students were interviewed in-depth based on these criteria. Data Collection Tools In this research, in-depth interviews were conducted using a semi-structured form developed by the researcher to gather qualitative data, while quantitative data was collected through a questionnaire also developed by the researcher. Necessary permissions and ethics committee approval were obtained before starting data collection. Data Analysis The qualitative data were analyzed using the descriptive analysis approach (Kümbetoğlu, 2015). Four stages were followed: First, a data analysis framework was created based on research questions, the theoretical framework, and interview data (Şimşek and Yıldırım, 2006; Kümbetoğlu, 2015). Second, data was processed according to the thematic framework. Third, findings were described and supported with quotes when necessary. Fourth, cause-and-effect relationships were explained, comparisons were made, and findings were interpreted (Şimşek and Yıldırım, 2006). Participants' views were coded using pseudonyms per ethical guidelines. In the quantitative aspect of this research, the data collected via the survey were analyzed using SPSS 25 statistical software. Descriptive statistics were applied to compute frequencies, percentage distributions, means, standard deviations, and rank values. The non-parametric Chi-Square test was used for analyzing classification-type data (Büyüköztürk et al., 2015).

The research is in the data collection phase, and expected outcomes are presented. In Belgium, several factors influence the school and program choices of Belgian immigrant students studying vocational education. These include recommendations from the teachers' council, teacher expectations, the proximity of the school to the student's home, the student's grade point average, the fact that the school offers vocational education and provides job opportunities, and the desire to study at the same school as their friends. Culturally, education is viewed as a means of earning money. In this context, it can be said that the place of migration and its cultural structure have an impact on the school choices of immigrant students. Research results indicate a significant link between the school preferences of Belgian immigrant students in vocational education and factors such as ethnic origin, social class, parental education level, and socio-cultural characteristics. Nearly all students in vocational education programs at the secondary level in Belgium are Belgian immigrants. These students typically come from middle and lower-middle socio-economic backgrounds. Their families often work in low-wage jobs or the labor market, with mothers usually not employed or working in unskilled jobs. Fathers typically hold positions in technical or auxiliary services, office work, or unskilled roles. Families mostly consist of individuals with secondary education. Cultural and artistic participation, as well as reading habits, are generally low. Belgian immigrant students in vocational education have differing views on their educational experiences and relationships with teachers. Some students appreciate teacher support and their school experiences, while others feel unfairly treated due to cultural or ethnic factors, believing the school lacks fairness and struggling to connect with teachers and the environment, leading to feelings of isolation. Belgian immigrant students in vocational education associate the impact of their schools on their future lives with employment.

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