Education of Refugee Adolescents at the End of Secondary School

The Role of Educational Policies, Individual and Family Resources

Datos Bibliográficos

ID3940635
AutoresGisela Will (0000-0003-3249-4220, autor de correspondencia), Christoph Homuth (0000-0003-3826-6886)
Año2020
Volumen71
Número1-2
Páginas160-200
Fecha de publicación2020-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaSoziale Welt (JOURNAL)
Identificadores de la revistaISSN: 0038-6073
EditorialNomos Verlag (PUBLISHER)
DOI10.5771/0038-6073-2020-1-2-160
OpenAlexW3045751576
IdiomaEN
Citas recibidas14

In the recent wave of refugee immigration to Germany, many children and adolescents were among the migrants. Their integration into the German educational system will be a major challenge for the years and decades to come. The paper's aim is to examine both general and refugee-specific mechanisms that likely explain ethnic and social inequality in education among refugee adolescents. The study is based on ReGES (Refugees in the German Educational System) data collected in five German federal states. Our results show that refugee adolescents attend lower grade levels and lower school types than the general pupil population in Germany. We further posit that established mechanisms to explain social and ethnic inequality are also applicable to refugee adolescents. Among refugee-specific aspects, we identify factors at the federal state level that influence the school placement of young refugees. Furthermore, at the individual level, post-traumatic stress disorder is associated with differences in educational achievement among refugee students

Demographic economics · Economic growth · Ethnic group · Geography · German · Immigration · Inequality · Political science · Population · Refugee · Sociology · Demography · Education and experiences of immigrants and refugees · Migration, Health and Trauma · Psychology