Integration is a fundamental mandate of schooling in democratic and differentiated societies. This paper analyzes the consequences generated by an increase in number of students without Italian citizenship in Italian schools, and the development of multi-ethnic classrooms. When non-Italian pupils comprise > 25-50% of the pupils in classrooms, it’s worth questioning: Are these classrooms segregated? Which factors affect school integration and for whom? The paper presents the results of the first survey on classrooms with a “high density” of students with an immigrant background carried out in Italy. This study is based on a sample of 1,040 students enrolled in lower secondary education in Lombardy. We use statistical indicators related to two dimensions of integration: a) the institutional dimension (school access and achievement), and b) the relational dimension (well-being and absence of conflicts among peers). Data analysis included indexes and a correlation matrix between indexes, regression analysis, and cluster analysis. Results demonstrate a positive correlation between the rate of non-native students in the classroom and low degree of integration, but also the complexity of factors at stake such as gender imbalance and the high concentration of students whose families have a low Socio-Economic Status (SES), independently from citizenship. These results enabled us to de-construct the concept of school integration, identifying a plurality of integrative factors and providing suggestions for intervention.

Colombo, M., Santagati, M., School Integration As A Sociological Construct: Measuring Multiethnic Classrooms’ Integration In Italy, in Herold, M., Contini, R. M. (ed.), iving in Two Homes: The Integration and Education of Transnational Migrants in a Globalized World, Emerald Publishing, Bingley, UK 2017: 253- 292 [http://hdl.handle.net/10807/98384]

School Integration As A Sociological Construct: Measuring Multiethnic Classrooms’ Integration In Italy

Colombo, Maddalena
Primo
;
Santagati, Mariagrazia
Ultimo
2017

Abstract

Integration is a fundamental mandate of schooling in democratic and differentiated societies. This paper analyzes the consequences generated by an increase in number of students without Italian citizenship in Italian schools, and the development of multi-ethnic classrooms. When non-Italian pupils comprise > 25-50% of the pupils in classrooms, it’s worth questioning: Are these classrooms segregated? Which factors affect school integration and for whom? The paper presents the results of the first survey on classrooms with a “high density” of students with an immigrant background carried out in Italy. This study is based on a sample of 1,040 students enrolled in lower secondary education in Lombardy. We use statistical indicators related to two dimensions of integration: a) the institutional dimension (school access and achievement), and b) the relational dimension (well-being and absence of conflicts among peers). Data analysis included indexes and a correlation matrix between indexes, regression analysis, and cluster analysis. Results demonstrate a positive correlation between the rate of non-native students in the classroom and low degree of integration, but also the complexity of factors at stake such as gender imbalance and the high concentration of students whose families have a low Socio-Economic Status (SES), independently from citizenship. These results enabled us to de-construct the concept of school integration, identifying a plurality of integrative factors and providing suggestions for intervention.
Inglese
iving in Two Homes: The Integration and Education of Transnational Migrants in a Globalized World
9781786357823
Emerald Publishing
Colombo, M., Santagati, M., School Integration As A Sociological Construct: Measuring Multiethnic Classrooms’ Integration In Italy, in Herold, M., Contini, R. M. (ed.), iving in Two Homes: The Integration and Education of Transnational Migrants in a Globalized World, Emerald Publishing, Bingley, UK 2017: 253- 292 [http://hdl.handle.net/10807/98384]
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