Pioneering Policies and Practices Tackling Educational Inequalities in Europe (PIONEERED)

Research question/goal: 

PIONEERED looks at educational inequalities with a view to reduce them. The project aims to propose research-informed policy measures and to identify pioneering policies and practices to enhance access to, uptake and completion of education. PIONEERED relies on a multilevel framework that considers mechanisms and innovations related to the macro level (e.g. educational and social policies on country or sub-levels), meso level (e.g. school institutional settings, transition procedures) and micro level (e.g. teachers, students, parents). This comprises a special focus on how policies intentionally or unintentionally shape educational settings – including formal (e.g. schools) and informal (e.g. family and peer groups) environments – and how the interplay between institutional conditions and individual characteristics and actions of the children and young adults becomes a source of advantages and disadvantages at transition points and trajectories. The MZES is actively involved in the work package, which aims to carry out a cross-national comparative study of the emergence and reproduction of intersectional disadvantages/advantages in educational trajectories and transitions across all stages in formal and informal educational settings. We focus on the intersectionality of gender and migration.

Current stage: 

In 2021, the Mannheim team contributed to the state of research report on the most vulnerable groups and the extent, causes of, and measures against educational inequalities. Currently, the project team is compiling information on the international datasets and data harmonisation for a paper, which will explore intersectional inequalities along dimensions of migration background, gender, and socioeconomic status (SES) in educational outcomes at different stages of the educational career from a cross-national perspective. Additionally, we are exploring the possibilities of contributing to the study of the consequences of school segregation on achievement and attainment, and the interplay between formal and informal/shadow education and intersectional inequalities.

Fact sheet

Funding: 
EU Horizon2020
Duration: 
2020 to 2024
Status: 
ongoing
Data Sources: 
NEPS, CILS4EU
Geographic Space: 
Germany and Europe

Publications

Conference Presentations

Kogan, Irena, Irem Karacay, Aigul Alieva, Taylor Kroezen, Auli Toom and Katri Kleemola (2022): Intersectional inequalities along the dimensions of social origin, gender, and migration background in primary, secondary, and tertiary education from a cross-country perspective. [LuxERA Conference 2022, Belval, November 09th to November 10th, 2022] more