Minority Youth and Social Integration by Sebastian Roché & Mike Hough

Author:Sebastian Roché & Mike Hough
Language: eng
Format: epub
ISBN: 9783319894621
Publisher: Springer International Publishing

GR

– Muslims

ns

– Other

−0.15 p < 0.001

– All

−0,09 p < 0.001

NL

– Muslims

ns

– Other

−0.10 p < 0.001

– All

−0.10 p < 0.001

UK

– Muslims

−0.14 p < 0.01

– Other

ns

– All

ns

Four countries

– Muslims

ns

– Other

−0.05 p < 0.001

– All

0.03 p < 0.01

Note: ‘Non-Muslims” are Christians and those without religious affiliation. Those affiliated to small religious groups, totally 2% of the sample, have been excluded

However, the average correlation masks the fact that concentration has divergent effects across countries. Regarding attachment to school at national level in the four countries separately, the effect of concentration is, again, mostly found in the majority population (France, Germany, the Netherlands) with the UK being an exception. However, the direction of the effect varies from country to country. In France, minority religion concentration has a small significant positive effect on attachment to school in the majority population (R = 0.07). School experience with religious concentration does not lead to detachment from school, on the contrary, as if school attitudes benefit from diversity. In Germany (R = −0.15) and in the Netherlands (R = −0.10), studying in a school with a higher concentration of adolescents of Muslim faith tends to decrease attachment to school of majority adolescents. In the UK, concentration does not erode attachment to school for the majority adolescents, but only for the Muslim group (R = −0.14).

In sum, we end up with a complex picture. Firstly, there seems to be a “relegation effect” which is largely confined to the majority population : when the concentration of minority religion student increases, the remaining majority students tend to feel marginalized and therefore less attached to their school (Germany, the Netherlands). However, there is no such effect for the majority in the UK, and the opposite effect is found in France. Secondly, Muslim pupils are usually not impacted by religious concentration (France, Germany and the Netherlands). They are indifferent to concentration, with the exception of the UK where concentration leads to lower attachment to school, and it constitutes the only case of relegation effect on school attachment for the minority group. In sum the most consistent finding is that, in three countries (Germany, the UK and the Netherlands), a higher Muslim concentration decreases attachement of the majority pupils to their school.

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