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Vieluf, Svenja:

Ethnicity and migration

In: Kuger, Susanne; Klieme, Eckhard; Jude, Nina; Kaplan, David (Hrsg.): Assessing contexts of learning Cham : Springer (2016) , 147-177


4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)

Migration, Ethnizität, Bildungschance, Gerechtigkeit, Bildungsindikator, Heterogenität, Bildungspolitik, Diskriminierung, Bildungserfolg, Schulkultur, Multikulturalität, Unterrichtsklima, Wirkung, Internationaler Vergleich, PISA (Programme for International Student Assessment), Feldstudien

This chapter calls for a shift in the focus of international large-scale assessments (ILSAs) from the pure detection of immigrants' educational disadvantages towards a more comprehensive analysis of how and how well school systems address student diversity, considering not only the ethnicity of students but also its intersections with other dimensions of disadvantage. To this end, system-level assessment of public policies as well as of different forms of individual, institutional, and structural discrimination are proposed, as well as school-level assessment of multicultural school cultures and multicultural school climates. After summarizing the theoretical background for these themes, some thoughts on possible indicators implementable in ILSAs are developed, before specific measures, that were developed for and tested in the Programme for International Student Assessment (PISA) 2015 field trial, are described. It is concluded that the further development and implementation of these and other measures for purposes of policy monitoring will not only help the development of a more comprehensive understanding of ethnic inequalities in the education sector, but will also increse our understanding of how these inequalities are produced and perpetuated. (DIPF/Orig.)

Bildungsqualität und Evaluation


zuletzt verändert: 11.11.2016