Are Schools Promoting Social and Economic Integration of Migrant and Ethnic Minorities? The Experiences of Some Young People of Ecuadorian Background in Spain

Autor/in	Ron-Balsera, Maria
Titel	Are Schools Promoting Social and Economic Integration of Migrant and Ethnic Minorities? The Experiences of Some Young People of Ecuadorian Background in Spain
Quelle	In: Journal for Critical Education Policy Studies, 13 (2015) 1, S.148-172 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Immigrants; Migrant Problems; Social Mobility; Social Integration; School Role; Student Attrition; Youth Employment; Unemployment; Acculturation; Human Capital; Poverty; Educational Discrimination; Social Discrimination; Teacher Student Relationship; Peer Relationship; Family Influence; Qualitative Research; Intergroup Relations; Cultural Influences; Equal Education; Social Class; Age; Ethnicity; Sex; Interviews; Spain + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Soziale Mobilität; Soziale Integration; Schülerbeurlaubung; Youth work; Jugendarbeit; Arbeitslosigkeit; Akkulturation; Humankapital; Armut; Soziale Benachteiligung; Soziale Schließung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Qualitative Forschung; Intergruppenbeziehungen; Cultural influence; Kultureinfluss; Social classes; Soziale Klasse; Alter; Lebensalter; Ethnizität; Geschlecht; Geschlechtsverkehr; Interviewing; Interviewtechnik; Spanien
Abstract	Although school is usually considered the most promising institution for the social and economic integration of young people of migration background, the educational outcomes of young people of Ecuadorian background signal a broken promise. Their families, peers, and teachers mediate the effect of the intersections of age, gender, class and ethnicity. Using 15 biographical interviews and 10 expert interviews, this paper studies the role of schools in social mobility and integration under the circumstances of high levels of school attrition, rampant youth unemployment, lack of absorption of migrants' human capital and relative poverty. The findings point at different levels of institutional discrimination related to the curriculum, teacher-student relationship, peer relations and family factors. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01