Dealing with school segregation

Posted: 03.06.2019

Lead: TUM


In recent years, the number of segregated schools has increased internationally as well as in Germany. This means that the student body at certain schools is increasingly composed of an above-average number of students with a specific characteristic (e.g. migrant background). Inequalities in terms of performance (e.g. linguistic competencies) of immigrant and non-immigrant students or students with different socioeconomic status already exist at school entry and can be further amplified by school segregation. Lower-achieving students in particular would benefit from a heterogeneous student body, which is why school segregation often leads to a double disadvantage.

In this research synthesis, therefore, measures which can potentially reduce the corresponding inequalities and disadvantages in the education system will be taken into account. Numerous studies have concluded that parents‘ participation in educational processes is positively related to the academic achievement of their children. Consequently, this synthesis focuses on the extent to which the involvement of parents in the educational process of their children contributes to the reduction of educational disadvantages. First, various forms of parental involvement are considered, such as school engagement, homework support, conveying educational goals as well as performance expectations of the children. In addition school-initiated programs are being considered, which aim to especially support parents from underprivileged educational background in relevant educational issues and thereby allow them to be more involved in the school environment.

This research synthesis focuses on the question, how involvement of parents in educational processes of their children contributes to the reduction of educational disadvantages. ©pixaby

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