Segregation an Grundschulen: Strukturen und Praktiken institutioneller Diskriminierung

ILS researcher Isabel Ramos, in collaboration with Heike Hanhörster from TU Berlin, has observed different forms of institutional discrimination, which deepen school segregation and counteract the function of elementary schools as places of encounter between different population groups. For their recent paper in the journal „Berichte. Geographie und Landeskunde“, they interviewed experts and parents and analyzed the interplay between institutional structures and practices and segregation at school. They identified three dimensions of institutional discrimination in access to elementary school: the strategic goals of a school in handling segregation, the admission process and the profile development and information policy of a school. These factors prove to be subtle, but decisive facets of institutional discrimination, that co-produce and perpetuate spatial and educational inequalities. https://doi.org/10.25162/bgl-2025-0013. Further current selected papers can be found here.