2020, Liebig, Brigitte, Schmid, Birgit

Bis jetzt ist weitgehend unbekannt, inwieweit Fachhochschulen der Schweiz heute Frauen und Männern mit Migrationshintergrund gleiche Studienvoraussetzungen bieten können. Dieser Beitrag geht dieser Frage auf der Basis einer im Jahr 2018 durchgeführten Online-Befragung von 4189 Bachelor-Studierenden an zwei großen Schweizer Fachhochschulen sowie einer Pädagogischen Hochschule der Westschweiz nach. In vier Fachbereichen (Technik, Soziale Arbeit, Pädagogik sowie Wirtschaft/Dienstleistungen) wurden Studentinnen und Studenten mit und ohne Migrationshintergrund zu ihrer Wahrnehmung der Zugangsbedingungen zum Studium, zu spezifischen Aspekten des Hochschulumfeldes sowie zu ihrer Studienzufriedenheit befragt. In allen Fachbereichen fallen die Aussagen von Studentinnen mit Migrationshintergrund am wenigsten positiv aus. In drei von vier der hier untersuchten Fachdisziplinen erscheinen die Studienbedingungen bis jetzt noch in erster Linie auf Männer ohne Migrationshintergrund zugeschnitten. Die Resultate zeigen, dass Schweizer Fachhochschulen noch deutlich mehr in die Förderung von Diversität investieren müssen, um egalitäre Studienbedingungen zu gewährleisten.

2018, Schmid, Birgit

2018-11-22, Schmid, Birgit

Internationalization of students is part of the agenda of many universities worldwide. But how well do universities of Western countries such as Switzerland achieve to attract and successfully educate male and female students of migrant background by an inclusive culture? This contribution aims on analyzing the effects of the Swiss university environment on access and outcomes of migrant students, and from a gender sensitive perspective. Social selectivity and gender inequalities in students’ access and success in higher education characterize universities of many countries. However, the complex interaction between the university context on the one side, and individual resources and characteristics of male and female migrant students on the other get rarely analyzed with respect to equity. Starting from an intersectional perspective, this contribution addresses formal/informal factors of inclusion in the university environment. As informal factor, especially inclusiveness is analyzed in its effects on male/female students anticipated study success. The paper starts from a Swiss online-survey on students’ perception of formal/informal aspects of the university environment (N=17549) conducted in 2018. Results highlight the complex interplay of gender, migrant background and further aspects of social differentiation on students’ perception in different fields of education. In their admission requirements, the universities seem to address male students without a migration background more strongly. It also shows that the majority of Swiss and migrant students assess their academic success positively and also perceive the diversity climate as predominantly integrative. Nevertheless, students with a migrant background perceive the diversity climate as significantly worse and also rate their academic success significantly worse. This means that universities are called upon to (further) develop strategies for an integrative climate.

2017-10-20, Böhnel, Martin, Porta, Celestina, Le Breton, Maritza, Burren, Susanne, Liebig, Brigitte, Schmid, Birgit

2018-04-12, Schmid, Birgit

Internationalization of students is part of the agenda of many universities worldwide. Yet, how well do universities achieve to guarantee educational success for male and female students of migrant background? This contribution aims on analyzing the effects of the Swiss university environment on perceived educational outcome of migrant students from a gender sensitive perspective. Social selectivity and gender inequalities strongly influence students’ access and success at universities. However, the complex interaction between universities and their disciplinary environments, and educational success of migrant students of both sex remains rarely examined so far. Starting from an intersectional perspective and neo-institutional approaches on higher education organizations, this contribution addresses formal/informal factors in the university environment in its impact on male/female students’ perception of well-being, success and dropout motivation. The paper starts from a most recent Swiss online-survey of Bachelor-students in two Universities of Applied Science and a University of Education in Switzerland. It compares students’ perspectives in four large BA degree courses with different male/female ratio, i.e. educational science, technical/computer science, economy, and social work (N=9`608). Results highlight the complex interplay of gender, migrant background and further dimensions of social differentiation on students’ perception in these different fields of education. Further, they illustrate correlations between students’ perception of discriminatory contexts, poor ratings of social integration and study success, as well a higher rate of dropout ideas. The paper lines out, that formal aspects of internationalization are less important for successfully integrating male/female migrant students than informal university conditions, such as a culture of diversity, which has to become integral part of internationalization strategies.

2017-09-29, Le Breton, Maritza, Burren, Susanne, Böhnel, Martin, Porta, Celestina, Liebig, Brigitte, Schmid, Birgit