Resegregation in desegregierten Schulen? Ethnische Grenzziehungen zwischen Schülerinnen und Schülern im Schulalltag
Resegregation in Desegregated Schools? Ethnic Boundary- Making between Students in Everyday School Life
Jan-Philip Steinmann
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Jan-Philip Steinmann, Resegregation in desegregierten Schulen? Ethnische Grenzziehungen zwischen Schülerinnen und Schülern im Schulalltag (2018), Beltz Juventa, 69469 Weinheim, ISSN: 1436-1957, 2018 #04, S.422
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Beschreibung / Abstract
Der Beitrag untersucht ethnische Grenzziehungen zwischen Schülerinnen und Schülern und fragt, ob es innerhalb von desegregierten Schulen zu Prozessen ethnischer Resegregation kommt. Im Mittelpunkt steht eine spezifische Variante der Segregationsforschung, die auf die Sitzplatzwahl der Schülerschaft in der Schulmensa fokussiert. Theoretisch werden, angelehnt an das Grenzziehungsparadigma, homophile Präferenzen (Vorliebe für ähnliche Andere) entlang ethno-nationaler, ethno-religiöser und ethno-linguistischer Linien erwartet, die sich in segregierten Sitzplatzmustern manifestieren. Segregationsprozesse zwischen 746 Kindern und Jugendlichen aus 32 Schulklassen in zwei Schulen werden mittels "naturalistischer Beobachtung" erfasst, einer Methode, die es ermöglicht, das Produkt einer verhaltensbezogenen Dimension von Grenzziehungen offenzulegen. Die empirischen Befunde zeigen, dass sich innerhalb desegregierter Schulen tatsächlich ethnische Resegregation vollzieht. Die Segregationsmuster können sowohl auf individuelle Präferenzen als auch auf institutionelle Schließung zurückgeführt werden.
Schlüsselwörter: Segregation, Homophilie, Grenzziehungen, Ethnizität, Religion, Geflüchtete, naturalistische Beobachtung
The paper examines ethnic boundary-making between students and asks whether there are processes of ethnic resegregation within desegregated schools. The focus is on a specific version of segregation research, which investigates students´ seating preferences in the cafeteria. Theoretically, based on the ethnic boundarymaking approach, homophilic preferences (attraction to similar others) along ethno- national, ethno-religious, and ethno-linguistic lines, which manifest themselves in segregated seating patterns, are expected. Segregation processes between 746 children and adolescents in 32 classes and two schools are captured by use of "naturalistic observation", a method, which allows to unveil the product of a behavioural dimension of boundary-making. The empirical findings show that indeed ethnic resegregation takes place within desegregated schools. The segregation patterns can be attributed to both individual preferences and institutional closure.
Keywords: segregation, homophily, boundary-making, ethnicity, religion, refugees, naturalistic observation
Schlüsselwörter: Segregation, Homophilie, Grenzziehungen, Ethnizität, Religion, Geflüchtete, naturalistische Beobachtung
The paper examines ethnic boundary-making between students and asks whether there are processes of ethnic resegregation within desegregated schools. The focus is on a specific version of segregation research, which investigates students´ seating preferences in the cafeteria. Theoretically, based on the ethnic boundarymaking approach, homophilic preferences (attraction to similar others) along ethno- national, ethno-religious, and ethno-linguistic lines, which manifest themselves in segregated seating patterns, are expected. Segregation processes between 746 children and adolescents in 32 classes and two schools are captured by use of "naturalistic observation", a method, which allows to unveil the product of a behavioural dimension of boundary-making. The empirical findings show that indeed ethnic resegregation takes place within desegregated schools. The segregation patterns can be attributed to both individual preferences and institutional closure.
Keywords: segregation, homophily, boundary-making, ethnicity, religion, refugees, naturalistic observation