Das vom Max-Planck-Institut für demografische Forschung initiierte Projekt "Population Europe" ist ein Netzwerk führender europäischer Demographie-Forschungszentren. Sigrun Matthiesen hat von 2010 bis 2015 Konzepte und Texte für die englischsprachige Pressearbeit geschrieben sowie für die interaktive Ausstellung "100 Jahre alt werden, aber wie?" die seit 2014 durch Europa tourt . Außerdem realisierte sie die Video-Interviews "Population Europe Interfaces".

"Europe’s youth is becoming increasingly diverse. On average 10% of all fifteen-year-olds are so-called second- generation migrants – at least one of their parents was born in another country. In younger generations, the share of children with a migrant background will be even higher, and without them our societies would be ageing much faster. Yet, for these young Europeans it is especially difficult to succeed in the education system. Recent research takes a closer look at immigrant children’s education and how our school systems could work better for everyone."

(Demographic Insights, Population Europe Infoletter )

 

Current European migration policies are not responding to mid- and long-term demographic developments, but instead are being shaped by short-term political agendas in the member states. This was one conclusion from a recent Population Europe Event about migration and migration policy in Rome, organised in cooperation with Sapienza University of Rome and Neodemos under the patronage of the Senate of the Republic of Italy

(Presseerklärung zu einer Internationalen Konferenz)

 

"One of the most striking results form this study shows the existence of educational penalties that don’t operate along the lines of socio-economic background, but specifically affect migrants. According to the authors, “in ten countries, the average second-generation immigrant lies below the 35th percentile of the mathematics achievement distribution of natives with the same socio-economic background.” Similar results were found for reading and science. Borgna and Contini explain  that the degree of marginalization that second-generation immigrants face is an important factor for this: The more likely it is that immigrant children end up in “bad schools” the lower their educational achievements. Contrary to common wisdom, such marginalization can not only be produced by a highly stratified school system, as it exists in the German-speaking countries, but also by spatial segregation, or the lack of a national standardization of the education system."

(Why immigrant children don't do well at school, PopDigest = Zusammenfassung wissenschaftlicher Aufsätze für Nicht-Wissenschaftler)

Karin Rieppel &
Sigrun Matthiesen

 

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Foto © Faruk Hosseini 

im Buchstabenmuseum Berlin