Transformation of Classroom Diversity to Teacher's Workspace Diversity

Rare German Teachers with Migrant Backgrounds Examined in New Study: Insights into their Educational Backgrounds and Professional Identities were shared at a conference hosted by the Heinrich-Böll-Foundation.

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2025 September 13 . 8:02 AM

3 min read

Transformed classroom setting to a diverse teacher's office environment

Transformation of Classroom Diversity to Teacher's Workspace Diversity

In a significant research project, the Free University of Berlin, funded by the Hertie Foundation and the ZEIT Foundation Ebelin and Gerd Bucerius, has shed light on the experiences of teachers with migration backgrounds in German schools. The study, titled "Teachers with Migration Backgrounds in Germany," aims to secure the educational success of migrants and fill a research gap in the country.

Many teachers with migration backgrounds face challenges in their mentoring and role model roles, according to the study. Prospective students with migration backgrounds choose teaching degrees less often due to perceived limited career opportunities, low occupational prestige, experiences of discrimination and racism, and lack of role models during their own schooling. These factors present challenges for those few teachers with migration backgrounds who do enter the profession.

Increasing representation of teachers with migration backgrounds and introducing quota systems could potentially support integration policies by enhancing inclusivity and educational equity. However, debates exist regarding the effectiveness of quotas.

The study found that around 23% of the surveyed teachers in their training and 22% in their daily school life have had to deal with discrimination or open racism. Saraya Gomis, a comprehensive school teacher from Hannover, described her training as "the worst time of her life" due to discrimination. Fadime Kartal, a Berlin-based trainee teacher, emphasized that many of her German colleagues do not make an effort to correctly pronounce the names of their foreign students, which can feel like the beginning of discrimination for the children.

Despite these challenges, around 70% of the surveyed teachers feel very comfortable in their profession and do not want to change it. Yasemin Karakaşoğlu, professor of intercultural education at the University of Bremen, warned young teachers with a migration background against taking on a "social worker role" at their schools. Instead, she urged them to focus on their teaching responsibilities and professional growth.

The study also found that only a quarter of teachers use their multilingualism in the classroom. This is a missed opportunity, as the use of multiple languages can foster a more inclusive and welcoming environment for students with migration backgrounds.

Comparisons were made with teacher's rooms in Britain and Canada, finding similar debates and challenges despite more "minority teachers" in these countries than in Germany. Linda Hargreaves and Olwen McNamara reported that in Britain, experiences of discrimination and lower promotion opportunities for teachers with a migrant background are particularly persistent problems.

Christine Lüders, head of the Federal Anti-Discrimination Agency, suggested a concrete solution to structural discrimination in teacher and classrooms: She wants to advocate for complaint offices in the ministries of education. The federal government has also included the demand for more educators with migration backgrounds in its new integration program.

Musa Özdemir, a main and intermediate school teacher in Berlin, shifted the focus from the school to the challenges for society as a whole, stating that the future is a multicultural society and the supposed majority society must understand this. Ursula Neumann of the University of Hamburg argued against a special task of cultural translation for migrant pedagogues, emphasizing the importance of treating all students equally and respecting their cultural backgrounds.

In conclusion, the "Teachers with Migration Backgrounds in Germany" study provides valuable insights into the experiences of teachers with migration backgrounds in German schools. It highlights the need for increased representation, improved support systems, and a more inclusive and welcoming environment for all teachers and students.