Transitionen, Selektionsentscheidungen und Bildungschancen.

Inequalities within the educational career of students from families with a migrant history characterise especially the transitional points in the educational system, such as the transitions to primary school and to secondary education. In the present study, these transitions were considered from the perspective of parents with a migrant history. Using the critical incident technique within a participatory research approach, parents outlined significant situations which they have experienced during their children’s transitions. From the parents’ view, transitions were characterised by attributions related to their children’s performance and behaviours as well to their own parenting. These attributions were part of the children’s educational biography from the beginning: they were present during the transition from kindergarten to primary school, in the first days and weeks after starting school and during transition to secondary education. The intended educational career was often achieved; nevertheless, even if transitions formally succeeded attributions had far-reaching consequences. Parents and children suffered long-lasting feelings of humiliation, helplessness, anxieties and emotional exhaustion. These findings go beyond the discourse on inequalities within the educational system and their outcome. Educational success or the success of transitions must not only be measured by the fact if the transition succeeded or not. Indicators such as well-being of parents and children, children’s social integration and abilities to make friends are to be considered even if the transition was successful. Additionally, such indicators need to be pursued for the longer term with regard to the children’s performance-related and social development.