Ethnic Differences in Education and Diverging Prospects for Urban Youth in an Enlarged Europe (EDUMIGROM)

Project Leader

 Zentai, Viola (Central European University, Budapest)


Zentai, Viola - Consortium Director
Szalai, Júlia - Research director
Messing, Vera - Research coordinator
Jakobs, Lilla - Project manager

Head of Research (IS HAS)

Neményi, Mária

Consortium members

  • Central European University, Budapest - Zentai, Viola and Szalai, Júlia
  • Institute of Sociology, HAS - Neményi, Mária
  • Masaryk University, Csehország - Radim Marada
  • University of Copenhagen, Dánia - Bolette Moldenhawer
  • Victor Segalen University, Bordeaux 2, Franciaország - Claire Schiff
  • Peace Research Institute Frankfurt, Németország - Sabine Mannitz
  • Babes-Bolyai University, Románia - Magyari-Vincze Enikő
  • Institute for Sociology, Slovak Academy of Sciences, Szlovákia - Zuzana Kusa
  • Stockholm University, Svédország - Barbara Hobson
  • University of Leeds, Egyesült Királyság - Fiona Williams

Participants (IS HAS)

Szalai, Júlia
Neményi, Mária
Dupcsik, Csaba
Messing, Vera

The research

The research project aims to study how ethnic differences in education contribute to the diverging prospects for minority ethnic youth and their peers in urban settings. Through a comparative endeavour involving nine countries from among old and new member-states of the European Union, the study explores how far existing educational policies, practices and experiences in markedly different welfare regimes are capable of protecting minority ethnic youth against marginalisation and eventual social exclusion. Despite great variations in economic development and welfare arrangements, recent developments seem to lead to similar consequences for certain groups of second-generation immigrants in the western half of the continent and Roma in Central and Eastern Europe. Formally citizens with equal rights to the majority of the respective states, people affiliated to these groups tend to experience new and intensive forms of ‘minoritisation’ for being seen as ‘other’. The project will critically examine the role of education in these processes. It will investigate how schools operate in their roles of socialisation and knowledge distribution, how they inform young people’s identity formation, and how they contribute to reducing, maintaining, or deepening inequalities in young people’s access to the labour market, further education and training, and also to different domains of social, cultural, and political participation. The research project will be launched in 2008.