In Berlin around one third of the immigrant elementary school pupils go to schools in which most of their fellow pupils are of foreign origin, according to the study. Six out of every seven German schoolchildren, by contrast, attend schools with a majority of pupils of German origin. According to the study, this is only partly explained by the fact that more immigrant families live in certain districts than in others. It is also the choice of school by the parents that heightens the social divide. As, although in most German federal states, the school is allocated by the authorities, the parents can set it aside.
For the study SVR analysed data from 108 Berlin elementary schools and analysed the corresponding residential districts. Result: in one out of five the proportion of foreigners is twice as high as that of children in the district. In other words: more German children should be attending these schools. Conversely, the proportion of German children in 1 out of every 4 elementary schools is higher than it statistically should be. Parents often avoid schools with a high proportion of immigrants because they associate them with poor learning opportunities and problematic environments.
...It is not just in Berlin that the phenomenon exists, according to the study: the results are illustrative of the situation in large west German cities. The results can be applied to Austria at least partially. “In Austrian conurbations, the same pattern is found,” says the sociologist Kenan Güngör.
Of course, in Germany and Austria, most of these immigrant children will be from Muslim Turkish colonist families. I won’t translate all the politically correct waffle surrounding these basic facts, which the study contains and the article reflects. Suffice it to say that this phenomenon is considered a problem and the German and Austrian parents are blamed for creating it. The practice allegedly limits the learning opportunities of the colonist children because they are surrounded by other colonist children who do not speak German well. There is no attempt to examine the question of whether the presence of these colonist children who do not speak German well in any way impairs the education of the German and Austrian children who find themselves in the same schools. No consideration is given to the question of whether the parents’ fears are well-founded; instead, they are simply attributed to ignorance.
There is, of course, no discussion of the persecution which European children are now routinely subjected to by colonist children at school.