Integration durch Bildung als Kooperationsaufgabe

Stöbe-Blossey, Sybille; Köhling, Karola; Hackstein, Philipp; Ruth, Marina

doi:10.1007/978-3-658-24223-7

Cited by 18 publications

(6 citation statements)

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“…Structural integration into (vocational) education and the labor market (Esser, 2006 ) is not only crucial for independent living but at the same time an important task of adolescents (e.g., Stöbe-Blossey et al, 2019 ). “Participation—more precisely: occupational and social participation—thus becomes the central target and content category of education” (Werner, 2017 , p. 7).…”

Section: Discussionmentioning

confidence: 99%

“…Kalter, 2005 ; Reinke and Goller, 2022 ). Education – especially vocational education and training – can thus be considered as a “key to integration” (Stöbe-Blossey et al, 2019 , p. 295; also Jørgensen et al, 2021 ).…”

Section: The Special Role Of Teachers For the Integration Of Refugeesmentioning

confidence: 99%

“…If the integration of refugees is perceived as both the joint of various institutions in the country of immigration (cf. Stöbe-Blossey et al, 2019 ) and as a reciprocal process between immigrants and natives (Alba and Nee, 2003 ), the right to education of asylum seekers goes hand in hand with an obligation of educational institutions in Germany to provide the necessary capacity and quality. Hence, educational institutions must both create the basis for the integration efforts of refugees and contribute to integration on the part of the host society (cf.…”

Section: Introductionmentioning

confidence: 99%

“…To do so, the teachers require a range of skills including how to deal with trauma and specific teaching materials for the respective target group (ibid.). Previous research on teachers in preparation classes for refugees has mainly been based exclusively on qualitative research or case studies conducted in individual German federal states (e.g., Scheiermann and Walter, 2016 ; Kärner et al, 2019 ; Stöbe-Blossey et al, 2019 ; Weiß et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Spanner

Maué

2022

Front. Sociol.

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In Germany, young migrants and refugees whose German language skills are not sufficient for attending regular classes at school are assigned to so-called “preparation classes”. As the name implies, the main objective of these classes is to teach German language skills and thereby prepare students for regular classes or vocational education and training. Teachers in these classes face special challenges: They have to teach a group of students that is highly heterogeneous in several key respects, they have to deal with a dearth of institutional support and guidance, and they have a lot of responsibility regarding their students' integration in Germany. Therefore, this paper asks what target group-specific professional knowledge teachers possess and to what extent this knowledge reduces the teachers' burdens and raises their perception of gains and contributions to their students' success. Our mixed-method survey of 48 teachers of refugees in prevocational preparation classes in Germany shows that the majority of teachers acquired useful knowledge for teaching refugees, e.g., dealing with trauma and post-traumatic stress disorder, building German proficiency, or language-sensitive teaching, by attending professional training. In sum, most of the teachers saw immigration to Germany as both a problem and an opportunity. The main burdens they identify are bad working conditions, a lack of support and appreciation and a high demand for high flexibility. Despite generally low stress levels and high resilience, the teachers were extremely stressed by the heterogeneity in their students' performance, especially those teachers who had completed professional training. However, teachers appreciated the students' willingness to learn and gratitude, and perceived cultural diversity in the classroom as a gain for themselves and their teaching. The teachers felt they had mostly contributed to their students' acquisition of the German language as well as their educational progress in general and their personal development. Students' chances of success are expected to be especially high in the German language acquisition and the management of everyday life in Germany. The assessments of teachers with and without target group-specific professional knowledge differ only slightly and rarely significantly.

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Section: Discussionmentioning

confidence: 99%

Section: The Special Role Of Teachers For the Integration Of Refugeesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Spanner

Maué

2022

Front. Sociol.

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“…The fi nding that the majority made the transition into an educational pathway that off ers a lower secondary school-leaving certifi cate and at least one internship fi ts with other studies showing that (young) refugees want to acquire a German school-leaving certifi cate (e.g., Liebau & Siegert, 2017) and to do an apprenticeship (Weber & Guggemos, 2018). A German school-leaving certifi cate and internships are important preconditions for a successful transition to an apprenticeship (Matthes et al, 2018;Stöbe-Blossey, Köhling, Hackstein, & Ruth, 2019). Internships off er information about specifi c occupations and provide vocational experiences, vocational orientation, and contacts to companies.…”

Section: Discussionmentioning

confidence: 99%

Junge Geflüchtete in Vorbereitungsklassen: Wem gelingt der nächste Schritt?

Diehl¹,

Schumann²

2021

JERO

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Seit 2015 ist eine große Anzahl Geflüchteter nach Deutschland gekommen. Viele von ihnen, insbesondere junge Menschen, besuchen sogenannte Vorbereitungsklassen an beruflichen Schulen. Ziele dieser Klassen sind vor allem der Erwerb von Deutschkenntnissen und die Vorbereitung auf eine spätere Berufsausbildung. Der vorliegende Beitrag untersucht (1) die Übergänge junger Geflüchteter nach der Vorbereitungsklasse und (2) welche Faktoren den Übergang in einen Regelbildungsgang vorhersagen. Zu den ersten zwei Messpunkten einer Längsschnittstudie (t1 in der Vorbereitungsklasse für Geflüchtete, t2 ein Jahr später) befragten wir 333 junge Geflüchtete im Südwesten Deutschlands (82% männlich; Durchschnittsalter = 18.9 Jahre). Zu den Instrumenten gehörten ein Online-Fragebogen, ein Online-Test der kognitiven Fähigkeiten und ein Online-Test der Deutschkenntnisse. Etwa 37 Prozent wiederholten die Vorbereitungsklasse, während 60 Prozent in einen Regelbildungsgang übergingen. Die Deutschkenntnisse zum ersten Messzeitpunkt sowie Kontakte zu Flüchtlingshelfer*innen (t1) erhöhen die Wahrscheinlichkeit auf den Übergang in einen Regelbildungsgang signifikant. Andere Indikatoren wie der Bildungshintergrund der Geflüchteten und ihrer Eltern, die Persönlichkeit, Motivation und Aspirationen hatten keine signifikanten Auswirkungen. Die Befunde können als primäre (Sprachkenntnisse) und als sekundäre Effekte der ethnischen Herkunft (Informationen über das Bildungssystem durch Kontakte zu Einheimischen) interpretiert werden.

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Geflüchtete Jugendliche zwischen subjektiven Bildungsorientierungen und gesellschaftlich begrenzten Berufsoptionen

Wehking

2020

Bildungsorientierungen

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Integration durch Bildung als Kooperationsaufgabe

Cited by 18 publications

References 0 publications

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Junge Geflüchtete in Vorbereitungsklassen: Wem gelingt der nächste Schritt?

Geflüchtete Jugendliche zwischen subjektiven Bildungsorientierungen und gesellschaftlich begrenzten Berufsoptionen

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