Migrant students in Germany feel misplaced in lower school tracks

CONSTANCE. Young people with migrant backgrounds often feel unfairly placed in lower school tracks and treated unjustly when transitioning to secondary education—even when their academic performance is average. A new policy paper by the Cluster of Excellence "The Politics of Inequality" reveals how information gaps, school-related stigma, and high parental expectations fuel this perception—and argues that greater transparency and multilingual counseling are needed to ensure fairer opportunities and realistic educational pathways.

For many families, deciding which secondary school their child will attend after primary education is a pivotal moment. The type of school often shapes future qualifications, career prospects, and professional trajectories. Yet there are stark differences in how students perceive this transition. Those with migrant backgrounds frequently view their placement as too low—regardless of their actual academic performance. This sense of injustice can undermine motivation, reinforcing social inequalities. These findings come from a new policy paper by the Cluster of Excellence "The Politics of Inequality" at the University of Constance.

Drawing on a survey of over 3,000 students across three German states, the data shows that nearly 25% of respondents with migrant backgrounds believe they belong in a higher school track—compared to just one in ten among their peers without migration experience. Claudia Diehl, Professor of Microsociology at the University of Constance and co-spokesperson for the Cluster of Excellence, explains: "We see that even among students with migrant backgrounds whose academic performance is only average, there is a strong belief that they should be placed in a higher track."

"The feeling of being unfairly relegated to a lower track is especially common among students in the lowest academic tier, where frustration and a sense of permanent exclusion from educational success predominate," says Katja Pomianowicz, a postdoctoral researcher at the Cluster of Excellence and co-author of the paper. Young people with migrant backgrounds are particularly affected by this dynamic, as they are disproportionately enrolled in these lower-tier schools. "Given the discrimination many of these students experience throughout their academic careers, it's understandable that they interpret their struggles this way—even in cases where no actual unequal treatment has occurred."

High educational expectations from immigrant parents also shape their children's perceptions. Research consistently shows that immigrant parents tend to have particularly ambitious academic aspirations for their children. Many prioritize their children "having it better" and pursuing prestigious fields like law or medicine. This trend is especially pronounced among families of Turkish descent in Germany, regardless of the child's gender.

These elevated "educational aspirations" stem from the fact that immigrants are often highly driven and willing to work hard. At the same time, many have experienced status loss due to migration—whether because their qualifications went unrecognized in their new country or because they lacked access to higher education in their country of origin. When it comes to these aspirations, parents of German descent and immigrant parents differ significantly. While only 28% of non-gymnasium parents of German descent expect their child to earn a university-preparatory diploma (Abitur), that figure rises to 54% among parents of children with migrant backgrounds.

When students fall short of their families' academic expectations, a lack of upward mobility is often perceived as unjust. Thomas Hinz, Professor of Empirical Survey Research and a member of the Cluster of Excellence, adds: "If students believe they have been treated unfairly, it can undermine their motivation to learn and perform. Those who feel they are not given a fair chance despite their efforts often invest less in schoolwork, lose trust in academic decisions, and see fewer prospects for their own educational advancement."

Based on their findings, the researchers derive clear recommendations for schools and education policy. To better support young people—with and without a migration background—and their parents, they argue that primary schools must openly communicate the key competencies required for transitioning to Gymnasium (academic-track secondary school). Multilingual informational materials, transparent explanations of transition recommendations, and mandatory counseling sessions between primary and secondary schools could help open up realistic yet ambitious educational pathways—even when a direct move to Gymnasium is not initially successful.