'Institut Za Migracije I Narodnosti (Institute for Migration and Ethnic Studies)'
Abstract
In this paper the authors present the results of their research carried out within the international project on the integration of youth, which was carried out in cooperation with the University of Tübingen for many years (Jugend zwischen Ausgrenzung und Integration. Theorien und Methoden eines internationalen Projekts). The data presented here are the result of the application of qualitative methods of analysis – focus groups analysis – applied in two schools in a part of the city of Zagreb – in a primary and in a secondary school. The main goal of the research was to establish potential differences in the aspects of pupil’s integration in two schools – primary and secondary. The results indicated that major differences between these two groups of pupils were not present in the respect to the types of schools as well as to the ways of integration. The research results also confirmed that the expected relations in the processes of marginalization and stigmatisation of certain pupils are much more connected and affiliated with the social origins and social standings of their parents – and of the pupils themselves – than with any other “specific” characteristic and/or variable that might be found among the pupils.U radu se iznose rezultati istraživanja koje je realizirano u okviru međunarodnog projekta o integraciji mladih koji se već niz godina realizira u suradnji sa Sveučilištem u Tübingenu (Jugend zwischen Ausgrenzung und Integration. Theorien und Methoden eines internationalen Projekts). Predstavljeni su rezultati kvalitativnog istraživanja koje je provedeno u dvjema školama u Dubravi (Zagreb) uz uporabu metode analize fokusnih skupina. Osnovna namjera istraživanja bila je ustanoviti potencijalne razlike koje postoje u načinima integracije učenika u dvjema školama – osnovnoj i srednjoj. Rezultati istraživanja pokazali su da nisu uočene važnije razlike u načinima integracije i dezintegracije između dviju ispitanih skupina (osnovnoškolci i srednjoškolci) iako su neke razlike ipak ustanovljene. Istraživanje je pokazalo da se očekivani aspekti procesa stigmatizacije i marginalizacije obično vezuju uz socijalno podrijetlo učenika, odnosno podrijetlo roditelja, a ne uz neke specifične načine ponašanja ili specifične stavove ispitanika
