Community Studies

As the "zero-stage" of the research, relevant literature and empirical data on educational systems and policies were collected and both ethnic relations and minority politics were analysed in the respective countries. The research sites were chosen on the basis of background reports and analyses. Minority ethnic group(s) were selected in consideration of unalterable markers that qualify for high probability of being ‘othered’, experience of ‘minoritisation’ along ethnic lines on the part of the majority; and facing high risks of poverty and marginalisation.

Read more on selected research sites in the project’s target countries. Go to Site Selection

The project completed its empirical stages, involving both quantitative and qualitative analysis. These community-level enquiries supplied both intra- and inter-country comparisons.

The "quantitative stage" of the project, from February to May 2009, involved in-depth research in selected sites in all participating EDUMIGROM countries. A sample that reflects the ethnic composition and certain qualitative characteristics of the local schools was drawn from each site. The survey was carried out in the form of self-reporting, anonymous questionnaires that were completed by all students in the final year of their compulsory education in the selected schools. The survey also included the teachers of the selected classes as well as data sheets completed by the school administrators. The data gathered during this phase was presented and analysed in country-specific Survey Reports, and facilitated cross-country comparative analysis, resulting in one the key products of the research, the Comparative Survey Report.

Survey Reports are available for the following countries: the Czech Republic, France, Denmark, Hungary, Slovakia, and England. Go to Working Papers.

The Comparative Survey Report is available. Go to Working Papers.

The "qualitative stage" in the school and community environment of everyday interethnic relations of urban youth took place through personal in-depth interviews, focus group discussions with students, their parents and the teachers; participant observation in the classroom, in the school and scenes of everyday interactions outside the school. The investigation ran from May 2009 till June 2010. The qualitative investigation aimed at gaining an insight into (1) students’ educational advancement and future educational and labour market career aspirations, (2) daily lives and inter-ethnic relations in schools, (3) identity formation, (4) relations between schools and families and between schools and communities, in order to see on the community level how school and the wider social environment influences one’s performance, identity formation and future aspirations.

Community Study Reports for all the researched countries are available. Go to Working Papers.

The Comparative Community Study Report is available. Go to Working Papers.