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Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories

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  • Stefanie Schröder

    (Higher Education Alliance Ruhrvalley (HAR), Germany)

Abstract

Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisational norms and rules in play shaping teachers’ experiences and perceptions of their students’ ability to study. The qualitative analysis of seven expert interviews shows how teachers differentiate between students with and without a refugee background in terms of performance and reveals opportunities and constraints to take refugees’ resources and needs in study preparation programmes into account.

Suggested Citation

  • Stefanie Schröder, 2021. "Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories," Social Inclusion, Cogitatio Press, vol. 9(3), pages 383-393.
    • Handle: RePEc:cog:socinc:v:9:y:2021:i:3:p:383-393
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    References listed on IDEAS

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    1. Marie-Agnès Détourbe & Gaële Goastellec, 2018. "Revisiting the Issues of Access to Higher Education and Social Stratification through the Case of Refugees: A Comparative Study of Spaces of Opportunity for Refugee Students in Germany and England," Social Sciences, MDPI, vol. 7(10), pages 1-20, October.
    2. Katrin Sontag, 2019. "Refugee Students’ Access to Three European Universities: An Ethnographic Study," Social Inclusion, Cogitatio Press, vol. 7(1), pages 71-79.
    3. Silvia Marcu, 2018. "Refugee Students in Spain: The Role of Universities as Sustainable Actors in Institutional Integration," Sustainability, MDPI, vol. 10(6), pages 1-21, June.
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