Diversity in the Teachers' Lounge in Germany -- Casting Doubt on the Statistical Category of 'Migration Background'

Autor/inn/en	Rosen, Lisa; Jacob, Marita
Titel	Diversity in the Teachers' Lounge in Germany -- Casting Doubt on the Statistical Category of 'Migration Background'
Quelle	In: European Educational Research Journal, 21 (2022) 2, S.312-329 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosen, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211054949
Schlagwörter	Diversity (Faculty); Foreign Countries; Migrants; Cultural Awareness; Teaching Methods; Minority Group Teachers; Teacher Background; Academic Achievement; Germany + Suchen Sie Ihr Suchwort? Ausland; Migrantin; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Deutschland
Abstract	Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aims to contribute to the lively discourse about teacher with so-called migration backgrounds. We start with analysing teacher data from the German National Education Panel Study (NEPS). Our analyses indicate that teachers with and without so-called migration backgrounds do not differ significantly in most respects. These findings led us to methodological considerations with regard to the (non-)usefulness of the statistical category of 'migration background' in educational migration research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01