NaDiRa short study: Private schools and racism

Getting Respect in Germany: How Parents Immigrated from Turkey React to Racism in Berlin Schools

National Monitoring of Discrimination and Racism (NaDiRa)

Project team:

• Gökce Yurdakul
• Tunay Altay
• Stefania Vittori
• Simon Werner

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Project description:

The project focused on the experiences of parents of Turkish origin whose children are educated in public schools. We investigated how Turkish migrants experience discrimination and stigmatisation in public schools and what makes public schools attractive for some of them. We also asked how parents experience their own position in relation to the German education system and in distinction to other migrants, the German middle class and their parents.

Results:

The study suggests that some immigrant parents send their children to public schools primarily because they want to offer their children the best possible learning environment and protect them from discrimination. Many parents invest in expensive public schools because they want to escape the problems they perceive at state schools.

For example, many parents describe that they themselves or their children were discriminated against and not given enough support at state schools. Some parents report that they only received a recommendation for a Realschule or Hauptschule after primary school, even though they had such good grades that they could have attended a Gymnasium. Negative experiences from other parents in their community also influence their assessment.

As a result, many parents do not trust the German state to improve the situation at state schools. Instead, they emphasise that they can earn respect and recognition through hard work and social advancement - and thus also counteract the discrimination and exclusion they experience.

Surprising insights:

Many of the parents of Turkish origin we spoke to for our study highlighted the values that public schools invoke: Multiculturalism, international human rights, diversity and inclusion. Many parents not only shared these values, but also saw themselves as part of an international, cosmopolitan community in Germany - based on their international life and work experience, language skills and nationality. Public schools are so interesting for many parents with their own migration experience because they are committed to values such as diversity and inclusion and are internationally oriented.

Relevance for practice:

Our research findings provide guidance on how to improve the learning environment in state schools and the German school system as a whole. The majority of parents pointed to the need for more school staff to cater for all students. In addition, mandatory training on topics such as migration, diversity and anti-discrimination for teachers and school staff can help to create a contemporary and culturally diverse learning environment. Parents value an inclusive learning culture in public schools, as well as diversity among teachers and school staff, in parent councils and teaching materials. Public schools could benefit greatly from moving in this direction as well.

Publications:

Gökçe Yurdakul & Tunay Altay (2022): Overcoming stigma: the boundary work of privileged mothers of Turkish background in Berlin’s private schools, Ethnic and Racial Studies, https://doi.org/10.1080/01419870.2022.2152720

Short studies in preparation of the Racism Monitor:

In order to prepare a comprehensive racism monitor, DeZIM called on scholars from the DeZIM research community in 2020 to develop innovative study ideas. These should extend existing research projects, pursue new and innovative approaches or build an infrastructure to research racism. By 2021, more than 120 researchers at the six locations of the DeZIM research community had conducted a total of 34 short studies. These are divided into six thematic priorities:

• Health system
• Education system and labour market
• Institutional racism
• Dealing with experiences of racism
• Participation and the media
• Racist ideologies and attitudes

Funding: Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (Third-party funding)