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<p>The question of the extent and significance of discrimination in shaping ethnic inequalities in the German education system has attracted increasing attention in recent years. Ethnic disparities in academic success are partly attributed to discriminatory practices, whether through individual actions by teachers or because of structural barriers within the education system. However, many quantitative studies suggest that discrimination plays only a&#xa0;limited role in explaining these disparities. This paper examines both perspectives and seeks to resolve the apparent contradiction. It argues that while discrimination by teachers against students with migration backgrounds does exist and is not merely anecdotal, its impact on academic success at the aggregate level is limited. Possible explanations include a&#xa0;higher level of resilience among affected students and counterbalancing effects in teacher behaviour, in which negative discrimination is offset by positive bias, rendering ethnic disparities less visible at the aggregate level.</p>

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Ethnische Diskriminierung im deutschen Bildungssystem: Ein ausgeprägtes Phänomen und dennoch nicht die Erklärung für ethnische Unterschiede im Bildungserfolg

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  • 出版模式：

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  • 发表日期：

    2025年3月24日

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  • Jörg Dollmann

摘要

The question of the extent and significance of discrimination in shaping ethnic inequalities in the German education system has attracted increasing attention in recent years. Ethnic disparities in academic success are partly attributed to discriminatory practices, whether through individual actions by teachers or because of structural barriers within the education system. However, many quantitative studies suggest that discrimination plays only a limited role in explaining these disparities. This paper examines both perspectives and seeks to resolve the apparent contradiction. It argues that while discrimination by teachers against students with migration backgrounds does exist and is not merely anecdotal, its impact on academic success at the aggregate level is limited. Possible explanations include a higher level of resilience among affected students and counterbalancing effects in teacher behaviour, in which negative discrimination is offset by positive bias, rendering ethnic disparities less visible at the aggregate level.