Integration through friendships in school classes - A study of pupils with a migrant background in school friendship networks at primary and ...
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Miriam Kuckuck et al., AJERR, 2020; 5:76
Research Article AJERR 2020,5:76
American Journal of Educational Research and Reviews
(ISSN:2474-9265)
Integration through friendships in school classes - A study of pupils
with a migrant background in school friendship networks at primary
and secondary schools in Germany
Miriam Kuckuck, Claudia Henrichwark
Bergische Universität Wuppertal, Fachhochschule Südwestfalen
ABSTRACT
This paper deals with the integration of migrant children in infor- *Correspondence to Author:
mal communication networks in primary and secondary schools Jun. Prof. Dr. Miriam Kuckuck
in Germany. The basic assumption is that these networks can Bergische Universität Wuppertal,
serve as an indicator for the networking and embedding that take Fakultät für Human- und Sozialwis-
place within the class community and therefore can be used to senschaften, Institut für Geographie
investigate the integration of pupils with a migrant background. und Sachunterricht
The initial results of our network analytical study reveal that Gaußstraße 20, 42119 Wupper-
pupils with a migrant background are well integrated into class tal, Tel.: 0202/ 439 2407, Raum:
networks. The study discloses that the migrant background does S.11.24, E-Mail: kuckuck@uni-wup-
not serve as a conclusive characteristic of the pattern of class pertal.de
networks. The pupils are more or less networked with each other
regardless of their migrant background, though it did emerge that How to cite this article:
children and adolescents born abroad, in particular, are far more Miriam Kuckuck, Claudia Hen-
likely to have outgoing relationships that remain unreciprocated. richwark. Integration through friend-
Remarkable is, that results from primary school correspond with ships in school classes - A study of
data from secondary school. pupils with a migrant background
in school friendship networks at
Keyword: network analysis, integration, school research, friend- primary and secondary schools in
ships, primary school, secondary school Germany. American Journal of Ed-
ucational Research and Reviews,
2020,5:76.
eSciPub LLC, Houston, TX USA.
Website: https://escipub.com/
https://escipub.com/american-journal-of-educational-research-and-reviews/ 1Miriam Kuckuck et al., AJERR, 2020; 5:76
1. Introduction generation) or whether the persons themselves
were born in Germany but have at least one par-
(Social) networks are found everywhere nowa-
ent born abroad (2nd generation).
days: not only the Internet and social platforms
such as Facebook and Instagram connect us, The epistemological interest of the present study
networks are promoted in science policy and in is to explore the extent to which children who do
everyday work. Networks can be forced out of not directly belong to the majority society - i.e.
social relationships based on affection, but also children with a non-German family language -
by an organizational unit through cooperation have arrived in the school world and whether
(Holzer 2010). Social relationships can be successful integration processes can be found in
unique, but they can also result in yearlong the form of interethnic friendship relationships.
friendships. School especially school classes of- 2. Friendship relations at school
fer a possibility for children and young people to 2.1 Formal and informal education
form friendships. Not only since the migration
School is the only institution in Germany that
movements in 2015/16, schools in Germany
must be attended by all children and young peo-
have been characterised by the integration of
ple. Many tasks are assigned to it in order to pro-
children and young people from different coun-
vide all pupils with equal educational opportuni-
tries. But these developments have once again
ties and thus enable them to participate in soci-
sparked a discussion in Germany about the inte-
ety in the future (Becker 2011). It is considered
gration of children with a migration background.
a place of "socially controlled and organized so-
Schools play an important role in the integration
cialization" (Fend, 1981, 2). In this context, Fend
of children with a migration background. Not only
(2009) describes and explains four functions of
school itself, but also relationships and friend-
school: (1) enculturation, (2) qualification, (3) al-
ships among the children can lead to better inte-
location and (4) integration:
gration. According to Esser (2006), friendships
can be seen as an indicator for the integration of The school teaches language and writing skills
children with a migration background. The extent as well as values and norms and cultural under-
to which children with a migration background standings of the world.
are integrated into informal class structures is Furthermore, school qualifies the students
examined in this paper. For this purpose, friend- through skills and abilities for a later professional
ship networks are examined with the help of a life.
standardized questionnaire of children in grades By means of examinations, a performance hier-
3 and 4 at primary schools in NRW (n=1,216) archy is created which allows allocation and dis-
and compared with data from 52 classes of 940 tribution over career paths.
pupils in grades 5-10 at secondary schools. Through the participation of the pupils, they are
To investigate informal communication and con- to be integrated into society in order to legitimize
tact structures in school classes and in the pri- the existing forms of social rule. This also in-
vate sphere, the method of social network anal- cludes preserving cultural diversity and identity
ysis is suitable. Within this study, a distinction is and providing all children and young people with
made between children with and without a mi- equal educational opportunities. In addition to
gration background according to the question language promotion, Fend (2009) also calls for
posed: "A person has a migration background if the promotion of coexistence (of different reli-
he or she or at least one parent was not born gions).
with German citizenship" (Federal Statistical Of- Sometimes, however, the institution school does
fice, n.y.). In addition, according to Stanat & not fulfil these tasks, as international compara-
Edele (2011), a distinction is made as to whether tive studies such as PISA (2018) and TIMSS
the persons themselves are immigrants (1st
https://escipub.com/american-journal-of-educational-research-and-reviews/ 2Miriam Kuckuck et al., AJERR, 2020; 5:76
(2015) show. Especially male pupils from educa- social competences and promote the internalisa-
tionally disadvantaged homes are strongly af- tion of professional and technical competences.
fected by educational poverty - this tendency be- From this perspective, the peer group offers a
comes even more apparent when there is a mi- wide range of learning, experience and experi-
gration background, as Quenzel and Hurrel- mental opportunities, which contribute [to] devel-
mann already (2010) found. opment of individual lifestyles, norms, values
The primary goal of school is formal education, and expressions" (Harring et al., 2010, 9).
which takes place in the classroom. There are Friendships, unlike family relationships, are cho-
numerous academic discourses and social dis- sen voluntarily, which means that the people in-
cussions on how teaching and school should be volved choose for their own sake and not be-
structured (e.g. Hattie, 2009). Here, formal edu- cause of certain roles or functions. Thus, friend-
cation is organized through curricula and frame- ships are a voluntarily chosen space, not con-
work guidelines (Harring, 2010). trolled by adults, in which children and adoles-
cents can practice their behaviour, lifestyles, ex-
In addition to this regulated function, the school
pressions, etc., without the risk of sanctions
offers an arena for everyday exchange between
(Harring et al., 2010).
peers through informal education (Aufenvenne,
Kuckuck, Leimbrink, Pochadt, Steinbrink, 2018 In friendships, among other things, technical and
a). Informal education is not planned, but rather professional skills are acquired, such as media
happens unplanned, indirectly and through inci- and language skills, both of which are of enor-
dental educational processes. Classical places mous importance for today's pupils. The 15th
of informal education are the family, media Children and Youth Report also emphasises on
worlds and peers (Harring, 2010). In particular, the importance of informal learning places and
interaction with peers is of great importance for the importance of language (Federal Ministry for
almost all aspects of the personality develop- Family Affairs, Senior Citizens, Women and
ment of children and young people (Trappmann, Youth 2017). Reinders (2003) has demonstrated
2003). a positive influence on the acquisition of the Ger-
man language for young people with a migration
"Conceptually, the totality of all persons with
background when dealing with Germans of the
whom a person has relationships can be de-
same age. Conversely, German youths with reg-
scribed as his or her personal social network"
ular contact to peers with a migration back-
(Laireiter & Lager, 2006, 70). In the context of
ground show a higher openness towards other
this study, the social networks that children build
cultures and less xenophobia (Reinders, Man-
up within their school class are of interest. Social
golds, Greb, 2005).
relationships represent a central reference sys-
tem for every person - regardless of age - which 2.2 Composition of social networks
plays a key role in recognition, well-being and re- Even though a distinction can be made between
flective self-assurance (Harring et al., 2010). friendships and peer groups (from Salisch &
With increasing age, at the latest with adoles- Seiffge-Krenke, 1996), the peer group provides
cence, the importance of relationships with the framework by limiting the survey within a
peers increases and replaces the importance of school class consisting of children of the same
family and parents. As a result, new educational age. Within this peer group, children form friend-
and socialisation spaces for informal learning, ships that can develop in the course of childhood
such as the acquisition of social skills, are made from self-referential orientations to forms of part-
possible in the school yard, during free periods ner-centred fair exchange (Petillon 2011). Sel-
but also in leisure time. "In this way, peer rela- mann (1984) distinguishes five levels of friend-
tionships - especially friendship relationships - ship understanding in childhood, including short-
have a significant influence on the acquisition of
https://escipub.com/american-journal-of-educational-research-and-reviews/ 3Miriam Kuckuck et al., AJERR, 2020; 5:76
lived playmates, one-sidedly conceived friend- tendency towards cultural homophilia is not as
ships, but also trusting mutual relationships. pronounced as in the studies from the Anglo-
Children make friendships based on similarities American area. Nevertheless, they were able to
(Berscheid, 1985). Friendships are by no means establish in their sample that the circle of friends
formed indiscriminately. among children with a German mother tongue is
far more homophile than the circle of friends
Gansbergen (2014) has investigated whether
among children with a migration background.
the proportion of German friends among children
Following Esser (2006), they argue that the anal-
with a migration background has a positive effect
ysis of the cultural composition of the circle of
on their success at school. When evaluating the
friends can be used as a helpful indicator of the
data on primary school children, it became clear
extent of social integration.
that most children have an educationally homo-
geneous network. The correlations of the grades McPherson et al (2001) have shown that actors
with the characteristics of the friends are identi- are more likely to enter into relationships with
cal or comparable for children with and without a others who are similar to them in terms of age,
migration background. Accordingly, the propor- gender and ethnic origin. International studies
tion of German friends has no effect on the have already demonstrated the high influence of
school performance of children with a migration ethnic composition on friendships (Baerveldt et
background. Regardless of the migration back- al., 2007; Quillian & Campell, 2003). Zentarra
ground, the cultural and economic capital en- (2014) and Winkler et al. (2011) were also able
dowment of their family is decisive for pupils to show in primary school children in Bremen
(Gansbergen, 2014). that especially close friendships with children of
the same ethnic origin (here Turkish and Rus-
Kuperschmidt, De Rosier & Patterson (1995)
sian children) are present.
were able to show in Anglo-American children of
primary school age that friends were formed not Thus far there are few studies on networks of
only in terms of gender and ethnic group ("black" children (Laireiter & Lager 2006). Older studies
vs. "white"), but also in terms of socio-demo- on children's networks often focus on social in-
graphic background, school performance and competence and later misdevelopment (over-
behaviour (e.g. shyness, dealing with aggres- view in Wittmann 1991). The importance of pos-
sion). itive development in the focus of social interac-
tion has been less studied so far. However,
This phenomenon is called homophilia and is de-
these studies could show that socially competent
scribed in a large number of studies among chil-
children develop better and can also adapt to sit-
dren and young people in terms of gender and
uations later. In a study with 60 children, Laireiter
ethnic group (e.g. Boulton & Smith, 1996, Gra-
& Lager (2006) were able to show that in the net-
ham & Cohen ,1997). It has also been shown
work and competence contexts investigated, so-
that homophilia with regard to ethnic groups, in-
cial relationships are primarily influenced by spe-
creases with age (Graham et al. ,1998, Aboud,
cific socially oriented competences such as con-
Mendelson & Purdy, 2003). However, these
tact ability, self-confidence and appreciation by
studies refer to the United States and United
others. Kuckuck, Henrichwark and Jeschke
Kingdom English-speaking world only. For the
(2020) can show that primary school children
German-speaking countries, Reinders & Man-
with a need for support have fewer friendly rela-
gold (2005) were able to show that homophilia
tionships than other children in the class and that
and ethnic group (here a division into German,
a need for support is more likely to lead to ho-
Italian and Turkish 14-year-olds) are less pro-
mophilic friendships than a migration back-
nounced than in previous studies. Strohmaier,
ground. However, gender is the most limiting el-
Nestler & Spiel (2006) were able to show in their
ement of separation.
study with 204 children in the 4th grade that the
https://escipub.com/american-journal-of-educational-research-and-reviews/ 4Miriam Kuckuck et al., AJERR, 2020; 5:76
2.3 Interethnic peer relations and friendships 3. Methodological process and description
School is considered to play an important role in of the underlying data
the integration of children with non-German fam- Social Network Analysis (SNA) is a suitable
ily languages. Language is often seen as the es- method for investigating how children with a mi-
sential moment of integration (Esser, 2006). Pre- gration background are involved in friendship re-
vious research on friendship networks has lations within school classes. The SNA can be
shown that children in secondary schools with a used to analyse overall networks, which are de-
second-generation migration background have fined as a previously delineated set of social ac-
as many contacts as children without a migration tors (nodes) and relationships (edges/relations)
background (Aufenvenne et al. 2018 a, b, c). existing between them (Steinbrink, Aufenvenne
However, children who were themselves born & Schmidt, 2013). In this study, a school class is
abroad (first generation) have significantly fewer an overall network, the actors are the individual
friendship relationships. pupils and the relationships are the mentions of
Windzio and Bicer (2013) have also shown that the pupils among themselves. These relation-
ethnic segregation in school relationships (low- ships can be well captured by a network analysis
cost situations) is lower among primary school (Bicer, Windzio & Wingens, 2014). Based on
children than in private leisure contacts (high- Fuhse (2016), it is assumed that the relation-
cost situations) among interethnic friendships. In ships surveyed are comparable. These data
the case of inter-ethnic friendships, the situation cannot provide any information about the exact
is exactly the other way round: the closer the intensity of the relationships; this would require
friendships in private life, the higher the relation- additional qualitative surveys (e.g. through inter-
ships are in school. views). Nevertheless, the data can provide infor-
mation on whether and how children with a mi-
Windzio (2012) examined the influence of paren-
gration background are included in class struc-
tal contacts in friendship networks of primary
tures. When considering friendships as an indi-
school children and was able to show that there
cator of inclusion in school classes, mutual (re-
is less frequent contact between parents in inter-
ciprocal) relationships are particularly useful.
ethnic friendships and that the children are
therefore less likely to be invited to leisure activ- Within the framework of the study, the migration
ities such as birthday parties. Bicer (2014) was background according to Stanat/Edele 2011 will
able to show for German pupils in the 4th grade be operationalized as follows: Second genera-
that the degree of heterogeneity within the class, tion children with a migration background are
i.e. children of different ethnicity, has an effect born in Germany themselves, at least one parent
on friendship relationships. In contrast, class was born outside Germany. Children with a first-
composition did not play a significant role in pro- generation migration background were born
moting interethnic friendship among Turkish pu- abroad (Stanat & Edele, 2011). The data of the
pils. present study was collected together with stu-
dents during teaching research seminars at the
Previous research on integration, friendships,
University of Osnabrück and the Bergische Uni-
and school lacks network analytical data that
versität Wuppertal. Pupils of secondary schools
would allow a comparison between primary and
(grades 5-10) in Lower Saxony were surveyed
secondary school students in Germany. This ar-
as well as children in grades 3 and 4 at primary
ticle aims to close this research gap by address-
schools in North Rhine-Westphalia. In total, data
ing the following question: To what extent are
from 2,201 pupils from 113 classes is available
pupils with a migration background integrated
(Tab.1).
into school friendship networks and with whom
Just under half of the children at primary schools
do they maintain friendships?
https://escipub.com/american-journal-of-educational-research-and-reviews/ 5Miriam Kuckuck et al., AJERR, 2020; 5:76
(49%) and over half of the pupils at secondary hardly ever occurred so far, but there are at least
schools have no migration background (Tab. 2). two students per survey who could help with
A standardized questionnaire was used for the problems and questions. In addition to the stu-
data collection, which has already been tested dent survey, the teachers of the respective class
with secondary school students (Aufenvenne et also fill out a questionnaire in order to obtain fur-
al., 2018a, 2018b,2018c) and was then modified ther information about the children (special edu-
and used for the survey with primary school chil- cational needs, time spent in Germany, class af-
dren (Kuckuck et al., 2020). In addition to attrib- filiation, etc.) After all data has been entered into
utes of the individual children such as age, gen- an Excel table (relations and attributes), the data
der, language spoken at home and relational is anonymised and adjusted. Each child is given
data for friendships was collected. For this pur- a code which allows the assignment to a class,
pose, questions are asked about school and pri- but does not allow any further conclusions such
vate friendship relationships (e.g. Who would as the name. The stored attributes such as gen-
you like to sit next to when working with a part- der and age can be recognized depending on
ner? Who do you invite to your home?). On the the question. After cleansing and anonymizing
prepared questionnaire the children find the first the data, they are evaluated and illustrated with
names of each child in their own class, so that the help of the network analysis programs UCI-
the corresponding answers only have to be cir- Net (Borgatti et al., 2009) and Gephi (Bastian, et
cled. The data collection takes about 25 minutes al., 2009).
per class. Language barriers or problems have
Table 1: Number and distribution of classes examined (n=113)
Primary School Secondary School
3. Kl. 4. Kl. 5. Kl. 6. Kl. 7. Kl. 8. Kl. 9. Kl. 10. Kl.
n=34 n= 27 n= 9 n= 7 n= 6 n= 8 n= 7 n= 10
n= 61 n= 52
Table 2: Distribution of pupils according to migration background (n= 2,201)
Primary School Secondary School
Pupils without a migration background 49 % 55 %
Pupils with a migration background of the 2nd generation 17 % 13 %
Pupils with a migration background of the 1st generation 34 % 32 %
With the help of these programs, various calcu- For this article the degree centrality is calculated
lations on the friendship networks in the classes in the first step. "Degree centrality is the sum of
can now be performed. the relations that an actor has to other actors in
the network" (Steinbrink et al. 2013). For this
https://escipub.com/american-journal-of-educational-research-and-reviews/ 6Miriam Kuckuck et al., AJERR, 2020; 5:76
purpose, all relations of a child are counted. Pu- way" (Steinbrink et al., 2013, 54). This makes it
pils with many relationships within their class- possible to indicate within a class whether pupils
room network can be considered more important with certain attributes (gender, migration back-
than those with few relationships. A distinction ground) are more strongly networked with one
can be made between inbound relationships another. Homophilia is indicated by means of the
(Indegree) and outbound relationships (Outde- normalized E-I-Index. "[Roughly speaking], net-
gree). Inbound relationships thus show how of- works with values between -0.5 and -1 can be
ten a pupil A was mentioned by her classmates. interpreted as homophilic and those with values
Outgoing relationships show how many class- between 0.5 and 1 as heterophilic" (Steinbrink et
mates A names. The data also shows who al., 2013, 54).
names whom or is named by whom. The calcu- 4. results
lation thus provides information about the social
4.1 Density
activity of individual pupils and is thus an indica-
tor of their sociability. The mutual naming (recip- The analysis of the class networks shows how
rocal relationships) is of particular importance differently the classes are structured. There are
when considering friendship relationships. Re- classes in which the pupils have many relation-
ciprocal relationships are defined as relation- ships with each other and classes in which the
ships between at least two students who name number of relationships is much smaller. This is
each other (Fuhse, 2016). Friendship relation- shown in Figure 1 by the number of lines be-
ships can only be discussed when they are tween the individual points. The calculation of
named reciprocally. For this purpose, two-tailed the density values underlines the range of the
t-tests were calculated to determine statistical different class structures. The minimum value is
significance with a significance level ofMiriam Kuckuck et al., AJERR, 2020; 5:76
4.2 Centrality of pupils without a migration background and those of the
The calculation of degree centrality is important first generation in terms of incoming, outgoing
for determining the position of pupils with a mi- and reciprocal relationships (< 0.05). Not statis-
gration background and those who need support tically significant are the mean values of the re-
(Tab. 3). There is a statistically significant differ- lationships between the children without a migra-
ence in network activity between the children tion background and the children of the second
generation.
Table 3: Degree centrality
Indegree Outdegree reciprocal relations
Primary Secondary Primary Secondary Primary Secondary
School School School School School School
Pupils without a mi-
gration background 9,0 10,1 8,6 9,7 6,8 7,3
Pupils with a migration
background of the 2nd
generation 8,6 8,8 8,6 8,9 6,6 6,2
Pupils with a migration
background of the 1st
generation 6,3 6,4 8,7 11,4 4,9 4,7
When comparing the average number of rela- 4.3 Homophily
tionships, it becomes clear that the children with- In addition to the average number of relation-
out a migration background and the children of ships as an indicator of integration, interests in-
the second generation have far more ingoing, clude who students have friendships with. For
outgoing and reciprocal relationships than the this reason, friendship relationships are consid-
children of the first generation. This phenome- ered from the perspective of gender and migra-
non applies to primary and secondary school tion background. For this purpose, the statistical
classes alike. There is a large difference be- homophile value is calculated using the E-I Index
tween outgoing and incoming relationships (see Table 3) (E-I Index: values between -0.5
among first generation children in secondary and -1 are referred to as homophile). While the
schools (11.4 to 6.4 average relationships). This migration background in no way leads to sepa-
may be an indicator of the sociability of pupils in ration within the class, the formation of friend-
the ships is homophilic in terms of gender.
On the other hand, this could also be an indicator
that efforts are not reciprocated by in-depth rela-
tionships. It is also clear that reciprocal relation-
ships are lower in all three groups.
Table 4: Homophile
Homophile Primary School Secondary School
Gender -0,55 -0,68
migration background -0,18 -0,17
https://escipub.com/american-journal-of-educational-research-and-reviews/ 8Miriam Kuckuck et al., AJERR, 2020; 5:76
5. Discussion 3. Aufenvenne, P., Kuckuck, M., Leimbrink, N.,
Pochadt, M., & Steinbrink, M. (2018b). Integration
Informal communication networks - i.e. the rep- durch Peers - eine netzwerkanalytische Studie zur
resentation of incoming and outgoing as well as Einbettung migrantischer Kinder und Jugendlicher
reciprocal relationships - can be used as indica- in Schulklassen. In A. Budke & M. Kuckuck
tors for successful integration into class struc- (Hrsg.), Migration und geographische Bildung (S.
79–92) Stuttgart: Franz Steiner Verlag.
tures. It can be noted that the social structures
4. Aufenvenne, P., Kuckuck, M., Leimbrink, N.,
within the classes studied vary greatly in density Pochadt, M., & Steinbrink, M. (2018c). Integration
and intensity. The extent to which children with a through Peers - A Study on the Integration of Mi-
migration background are integrated into the in- grant Children in Pupil Networks in four German
formal class structures could be analysed here Secondary Schools. American Journal of Educa-
tional Research and Reviews, 3–19.
using certain criteria.
5. Bastian, M., Heymann, S. & Jacomy, M. (2009).
The examination of reciprocal relationships Gephi: an open source software for exploring and
shows that children of the first generation have manipulating networks. International AAAI Con-
fewer reciprocal relationships than their class- ference on Weblogs and Social.
https://gephi.org/publications/gephi-bastian-
mates without a migration background or the
feb09.pdf (31.05.2019).
second generation. Outgoing relationships are 6. Becker, R. (2011): Integration durch Bildung:
significantly more often not reciprocated. The Bildungserwerb von jungen Migranten in
reasons for the results regarding the migration Deutschland. Wiesbaden: VS Verlag für
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7. Bicer, E. (2014): Ethnische Komposition und
in Germany and/or the limited German language
interethnische Freundschaften in Schulklassen.
skills that often accompany this. It is noticeable Eine Untersuchung von Effekten der
that the results do not vary between primary and Opportunitätsstruktur auf
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türkischstämmiger Schüler. In: Bicer, E., Windzio,
It has become clear that gender leads to segre-
M. und Wingens, M. (Hg.): Soziale Netzwerke,
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other studies (Boulton & Smith, 1996, Graham & Schulkontext. Wiesbaden: Springer Fachmedien,
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