Educational Situation(s) of Sinti and Roma in the German Education System

What significance does education have for individuals as well as for society as a whole in terms of participation and inclusion? What does unequal educational participation say about democracy and inclusion capability of the education system and society? To what extent does the education system today have the ability to handle societal diversity in an inclusion-oriented and sensitive manner, when societies are based on diversity and mobility on a daily basis? And how does the process of becoming a minority actually present itself? Based on theoretical considerations of these fundamental questions, we analyze the heterogeneous educational situations from the elementary level to the university level of members of the Sinti and Roma. The data basis for this are 614 evaluated, nationwide interviews. We compare these representations with further statistical, but also with qualitative data, in order to arrive at a differentiated analysis of the educational situations. Finally, the results are classified in terms of educational and social science and the question is asked: What local support systems can the respondents rely on in their educational paths? What barriers do they face on their educational paths and how are their experiences reflected in their attitudes towards education today? The findings point to urgent needs to initiate broad institutional opening processes. Based on the findings, we formulate concrete educational policy recommendations.