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Session Overview
RN31_10b: Discriminatory Practices in Europe: Case Studies
Friday, 23/Aug/2019:
2:00pm - 3:30pm

Session Chair: Claudia Gina Hassan, University of Rome Tor Vergata
Location: UP.4.213
University of Manchester Building: University Place, Fourth Floor Oxford Road

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An Ethnographic Case Study To Everyday Practices Of Ethnic Discrimination In Flemish Secondary Education

Michiel Lippens, Lore Van Praag, Elke Struyf

University of Antwerp, Belgium

Ethnic discrimination in the educational sector has been a topic of research within a myriad of social disciplines. Yet surprisingly, European sociological research pays limited attention to the different levels and types of ethnic discrimination within specific school settings. The research project aims to accumulate in-depth knowledge about different types and forms of interpersonal and institutional ethnic discrimination and their interconnectedness in specific secondary school settings. This paper presents the results of a four-month ethnographic case study in two class groups of the second grade of secondary education in one school situated in the northern part of Belgium (Flanders). The researcher combined participant observation, document analysis, a diary method for pupils, and interviews with pupils, teachers and leading staff. The results highlight the complexity and diversity in which different types and forms of interpersonal and institutional ethnic discrimination can come to surface in one school setting. Subsequently, the results also show a possible relationship between the different forms and types of ethnic discrimination in everyday school interactions and the way in which ethnic diversity is approached and conceptualized by teachers, leading staff and the school policy. The results emphasize the ongoing need to support school staff in gaining insight about the complex ways in which ethnic discrimination may arise and its relationship with a specific school context.

Discrimination in the Rental Housing Market: Field Experiment in Ireland

Egle Gusciute

Trinity College Dublin (TCD) and University College Dublin (UCD), Ireland

This paper presents a field experiment on ethnic discrimination in the rental housing market in Ireland. The experiment design involved creating six fictitious applicants with different ethnic and gender names. These applicants applied for vacant rental apartments in the Dublin area that were advertised on the main rental property website Daft. This field experiment is the first of its kind in the Irish context and hence addresses a significant research gap in the area of ethnic discrimination, particularly in relation to ethnic discrimination in the rental housing sector. Furthermore, this is a timely research given the current housing crisis in Ireland, particularly considering the rising homelessness and a sharp increase in the shortage of housing. Our preliminary findings indicate that Nigerian applicants are less likely to receive an invitation to view an apartment than Irish or Polish applicants.

Ethnic Differentiation of Czech Primary Schools: the Case of Brno

Laura Fonadova1, Tomas Katrnak2

1Masaryk University - Faculty of Economics and Administration, Czech Republic; 2Masaryk University - Faculty of Social Studies, Czech Republic

Ethnicity is a fundamental social determinant of educational inequalities in the Czech Republic. It is already manifesting at the level of primary education. The present paper focuses on the question whether Czech primary education shows any segregation tendencies, and whether these tendencies are strengthening or weakening over time. For the purpose of this paper, we work with data from the city of Brno, which has been participating every year since 2006 in a nationwide project that gathers photos of pupils enrolled in first grade of elementary schools. Thanks to the regular attendance in this project (about 80 percent of all Brno schools), this event provides unique data that allow us to mapp the ethnical composition of first grades of primary schools in Brno. We will focus on how the number, size and, above all, the ethnic composition of the first grades in Brno schools vary between 2006 and 2014. The ethinc composition of the classes is examined by the method of external categorization. We employ both univariate and log-linear modelling analyses to explore our data and present our results. Our findings indicate that there is a double differentiation/segregation of Roma children at the city level. One is structurally conditioned, while the other can be explained by social action.

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