Segregation und Trägerschaft. Eine quantitativ-qualitative Studie zur Untersuchung von sozialer und ethnischer Entmischung in Kitas (SET)

Eingebunden in einen größeren Vernetzungszusammenhang mit weiteren Projekten der Förderrichtlinie "Qualitätsentwicklung für gute Bildung in der frühen Kindheit" des Bundesministeriums für Bildung und Forschung fokussiert das Verbundprojekt soziale und ethnische Segregation in Kindertageseinrichtungen und wie diese mit der Trägerpluralität im Zusammenhang steht. Dabei untersucht das in Münster angesiedelte Teilprojekt "Segregationsmuster in Deutschland" (SET:ID) strukturanalytisch trägerspezifische Segregationsmuster auf der Basis repräsentativer Daten (NEPS; K2ID:SOEP). Das Teilprojekt "Trägerspezifische Organisationskulturen und Handlungspraktiken" (SET:OHA) wird daran anknüpfend und anhand vertiefender und kontrastiver Interviews den spezifischen Organisationskulturen und Handlungspraktiken ausgewählter Träger bei der Vergabe von Einrichtungsplätzen nachgehen. Ziel ist es, nationale, regionale und lokale Trägerlandschaften und administrative Strukturen zu beschreiben, die zum Gelingen eines inklusiven Systems frühkindlicher Bildung beitragen.

"Preschool provision and segregation. A quantitative-qualitative study on the investigation of social and ethnic segregation in centre-based child care" (SET)

The project’s starting point is social and ethnic segregation in centre-based child care, which not only results in different learning environments for children but also generally opposes an inclusive idea of early childhood education and care (ECEC). While research on the German school system shows that segregation is related to the the organisations’ type of provider (especially private or church-based provision, e.g. Kristen, 2008), respective research in early childhood education is scarce (Hogrebe, 2016). Against the background of the German ECEC system’s highly pluralistic provider structure, we investigate its interrelation with social and ethnic segregation in two subprojects.
Taking a macro perspective, subproject "SET:ID” ("ECEC provider-specific segregation patterns in Germany”) uses an structural analysis approach to look at provider-specific segregation patterns on the basis of nationally representative data from the National Educational Panel Study (NEPS) and a supplementary survey of the Socio Economic Panel Study (SOEP: K²ID). Relying on statistical analysis procedures and controlling for local and regional segregation, we aim at generating knowledge about potential interdependencies between the child care settings‘ affiliation to certain types of ECEC providers and the organisations’ demographic makeups in terms of children’s social and ethnic background characteristics. In order to do so we (1) describe the extend of segregation in ECEC in Germany, (2) relate these findings to provider structures and (3) shed light on providers’ application of admission criteria.
Consecutively, subproject "SET:OHA” ("Provider specific organisation cultures and practices”) will target specific organisational cultures of selected providers on the basis of contrasting in-depth interviews. Comparative analysis will provide an insight into practices linked with/resulting in certain forms of inclusion and/or exclusion. In consequence, we will (1) describe differences in provider specific selection processes regarding different population groups and, thus, (2) indicate including and excluding practices. Besides, we will (3) look into the role of municipal planning and controlling procedures and interactions between providers and the child care settings themselves.
We aim at describing provider landscapes and their embeddedness into (administrative) structures on a local, regional and national level. Our insights help to understand how municipal planning and controlling in the area of early childhood education and care might foster or prevent segregation processes. The results of both subprojects taken together contribute to shaping a socially and ethnically integrated ECEC system.