Ethnisierung von geringer Bildung

Ramírez-Rodríguez, Rocío; Dohmen, Dieter

doi:10.1007/978-3-531-92576-9_14

Cited by 12 publications

(4 citation statements)

References 7 publications

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“…The results thereby confirmed that in Germany, poverty and low levels of education are intergenerationally transmitted in the lower social classes, especially amongst children of migrants. Young people from migrant backgrounds were highly overrepresented in the lowest tier of the educational system, and thus experienced limited future possibilities (Ramirez-Rodriguez & Dohmen, 2010). In response, Berlin implemented major school reforms, starting in 2005.…”

Section: Discussionmentioning

confidence: 99%

Charlie Hebdo as a critical event in a secondary school: Muslim students’ complex positioning in relation to the attack

Tize

Berckmoes

Jong

et al. 2020

Transcult Psychiatry

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This paper examines responses to the 2015 terror attack on Charlie Hebdo, a French satirical magazine, amongst students in a secondary school in Berlin-Neukölln, Germany. The Charlie Hebdo attack occurred in the final weeks of a 19-month ethnographic study in the community. By analyzing the responses in the school to this critical event, we identify what is at stake for Muslim students. Students presented many explanations for why the attack happened, and opinions on whether the attackers’ actions were justified. Staff were alarmed about students’ viewpoints that they considered “extreme”. These dynamics resulted in conflicts and misunderstandings amongst students, and between students and staff. Yet, we show that, rather than the violence itself, or questions about its legitimacy, it was everyday processes in students’ lives – e.g., bullying, peer pressure and discrimination, and feelings of being misrepresented and misunderstood – that were central to students’ reactions to the event. We suggest that to understand students’ reactions, both the immediate and the broader socio-political contexts must be considered, particularly rising xenophobia and processes of polarization in Germany and Europe at large. We thus conclude that to understand young people’s reactions to terrorist acts, we need to look beyond initial statements and explore ethnographically how wider contexts shape the actions, reactions, and future orientations of young Muslims in Europe.

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Section: Discussionmentioning

confidence: 99%

Charlie Hebdo as a critical event in a secondary school: Muslim students’ complex positioning in relation to the attack

Tize

Berckmoes

Jong

et al. 2020

Transcult Psychiatry

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show abstract

“…Psychosocial risks, such as parents' low educational status, poverty, conflicts among the parent couple or mental illness of a parent can restrict family interactions and conditions for stimulation in such a way that the child lacks the basic social and cognitive stimulation required for optimal development (Belsky, 2008;Bradley, Corwyn, Burchinal, McAdoo, & Garcia Coll, 2001;Hoff, 2006;Lemelin, Tarabulsy, & Provost, 2006;Sroufe, Coffino, & Carlson, 2010;Ziegenhain, 2007). As a result, these children are poorly prepared for school, more likely to repeat grades, to develop special education needs, and to withdraw from school before graduation (Beck, Jäpel, & Becker, 2010;Duncan & Brooks-Gunn, 1997;Hammond, Linton, Smink, & Drew, 2007;Huffman, Mehlinger, & Kerivan, 2000;OECD, 2010;Ramirez-Rodriguez & Dohmen, 2010;Sirin, 2005). Apart from isolated conditions that accentuate the risks, their interaction and accumulation can inhibit a child's development and above all will do so, if the risks and their effects are not absorbed by protective factors (Belsky, 2008;Durlak, 1998;Little, Axford, & Morpeth, 2004).…”

Section: Early Recognition Of Families In At-risk Situationsmentioning

confidence: 98%

Hard to reach families—A methodological approach to early recognition, recruitment, and randomization in an intervention study

Neuhauser

Ramseier

Schaub

et al. 2015

Mental Health & Prevention

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“…Weiterhin sind Sprachkenntnisse auf Seiten des Empfängers, in diesem Fall also der Schülerin oder des Schülers, notwendig, um die Lehrinhalte zu verarbeiten und die geforderten Kompetenzen zu erwerben. Sprache fungiert also weiterhin als eine Ressource, die eingesetzt wird, um weitere Ressourcen aufzubauen (Esser 2006;Ramírez-Rodríguez und Dohmen 2010). Und schließlich ist die Sprache auch ein Symbol, mit dem sich unter Umständen Stereotypen aktivieren lassen, die sich in der Folgebeispielsweise in Form von diskriminierendem Verhalten der Lehrkräfteauf den Kompetenzerwerb auswirken können (Esser 2006, S. 289).…”

Section: Kenntnisse In Der Sprache Des Aufnahmelandesunclassified

Migration und Bildung

Dollmann¹

2019

Handbuch Migrationssoziologie

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Der vorliegende Beitrag greift die Debatte auf, wie spezifisch ethnische Voraussetzungen zum Bildungserfolg von Kindern mit Migrationshintergrund beitragen können. Dabei zeigt sich, dass die höhere Bildungsmotivation in Migrantenfamilien eine spezifisch ethnische Ressource darstellt, während dies für Sprachkenntnisse des Herkunftslandes nicht zutrifft. Hier scheinen einzig Kenntnisse der Sprache des Aufnahmelandes bedeutsam. Und schließlich wird deutlich, dass diskriminierende Verhaltensweisen von Lehrkräften zumindest bei den Bildungsentscheidungen keine maßgebliche Rolle spielen.

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Ethnisierung von geringer Bildung

Cited by 12 publications

References 7 publications

Charlie Hebdo as a critical event in a secondary school: Muslim students’ complex positioning in relation to the attack

Charlie Hebdo as a critical event in a secondary school: Muslim students’ complex positioning in relation to the attack

Hard to reach families—A methodological approach to early recognition, recruitment, and randomization in an intervention study

Migration und Bildung

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