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Ethnicity and Migration

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Assessing Contexts of Learning

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

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Abstract

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 increase our understanding of how these inequalities are produced and perpetuated.

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Notes

  1. 1.

    It should, however, be noted that systemic injustice, social inequality and oppression occur on a multidimensional basis, and that multiple forms of discrimination based on different group memberships often intersect (e.g. Crenshaw 1989).

  2. 2.

    In school systems that chose the international option of a parent questionnaire, parents were further asked about their migration background (a question that allowed for validating students’ responses, but also allowed for identifying third generation immigrants, in addition to first and second generation immigrants) and about their citizenship.

  3. 3.

    In the PISA questionnaires, phrases in “<>” prompt countries to fill in the correct wording for their country and thus adapt the item to the national context.

  4. 4.

    However, learning about other cultures in the school always entails the danger of essentializing cultural practices without sufficiently addressing within-group heterogeneity or structural inequalities, which can reinforce prejudice instead of reducing it (Plaut 2010). This aspect should be better taken into account for future attempts at developing measures of multicultural school practices.

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  1. German Institute for International Educational Research, Schloßstraße 29, 60486, Frankfurt/Main, Germany

    Svenja Vieluf

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  1. Svenja Vieluf
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  1. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF) , Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Susanne Kuger

  2. Department for Educational Quality and Evaluation Schloßstraße 29 60486, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Eckhard Klieme

  3. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Nina Jude

  4. Department of Educational Psychology, University of Wisconsin-Madison , 1025 West Johnson Street Madison, Wisconsin, USA

    David Kaplan

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Vieluf, S. (2016). Ethnicity and Migration. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_6

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