often reads and hears the everyday wisdom that there is a close link between migration and low educational attainment. Despite the many statistics, and sequences that are used to say, these are but a very limited view. As explained by the high number of Persian-born persons in the most prestigious professional group of Austria, the medics? In fact, some migrant groups are the national average in educational attainment far superior. It is important, as in the entire debate on integration, a more differentiated view. Thus it makes a big difference, for what reasons people have come to Austria. Many political refugees are highly qualified, even if they have to their potential in this country might put in direct sales of roses and newspapers. Other persons, mostly from highly industrialized countries, are specifically recruited because of their high educational qualifications and experience or represent their countries in international missions. How little this is in the public consciousness, shows an example of a few years ago; reprimanded the Vienna Tourist Police UN foreign journalists because of the lack of which, in their jobs and not necessary, knowledge of German. Finally, there is labor migration, both those which we have referred would, as well as those who are recruited because of their important role for the economic, health and social system actually. People who come to Austria to perform simple tasks are, therefore, often but not always, of course, qualified higher than its domestic work colleagues. This, however, to derive an lack of educational aspirations of all migrants appear bold.
The question remains: Is it really true that social weak or non-privileged families, "put to education is not worth so much" how "rough" formulated on 15.10? Behind this is an argument that has Ralph Dare village in 1964 set out in his paper "workers' children at German universities." In it he speaks of the "Education hostility of the working families" and the "workers' hostility to educational institutions" and thus shows an interesting effect. The important view of the causes can sharpen well with more recent research. So we know from a Swiss study of Rahel disciples (2010), that children attach from non-privileged families that education plays a very high importance. Above all, for fear of further social decline them education appears as an existential question. However dominates an impotent Look at the educational processes and actions: failure is experienced as a personal failure ("too little hard") and rarely as an institutional failure. Learning content seem strange and not really related, but are hardly questioned. Learned to be functional, in order to "to have better later," but not on learning for fun. The children say that they are under enormous pressure. At the same time they receive but little support. Her parents seem overwhelmed. In addition, schools offer, they visit fewer opportunities for additional learning opportunities and incentives, as schools of social better-off students.
In addition, our education system, the benefits of non-privileged children's estimate of less than that of other children. So we know from the data of the PIRLS study, that children are assessed unequally even within the same benefits of social origin. Even with identical marks academics kids go to a "very good" in German and mathematics in the fourth grade elementary school with a probability of 80% in an AHS, children of parents with only compulsory school with around 50%. A German study shows a possible reason for this: Sun reported compulsory school teachers, they would not recommend less privileged children in spite of very good school performance on the grammar school because they fear that the children would fail because of the unequal social conditions rather than in main could or secondary school. No wonder there's a certain amount of skepticism about the educational facilities? Now, if a distance to school is created, it is the combination of the personal experiences and the lack of or poor school experiences of their parents.
When speaking about education, the discussion should go away from the stereotypical images migrants versus natives. It would be important to look at the different social situations, education from kindergarten through school, university, further education up to the seniors. Ideally, the scientific evidence, some are now over 50 years old, one day be incorporated in the education system.
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