Conceptualizing School Education Wellbeing for Migrant Girlhood in Germany

Abstract

The primary purpose of this paper is to analyze strengths and vulnerabilities of migrant origin girls in the context of girlhood; and how school education as a primary sphere for children and youth could become a realm for supporting girlhood development. This research also aims to analyze in-depth, if girls from immigrant origin have specific needs to feel well in school education. Accordingly, the core research concept of this research is school education wellbeing. Education plays a critical role during child and youthhood. For example, youth, who feel that they belong to a school community have more meaning in life (Juvonen et al. 2006); are likely to be healthy (Lippman et al., 2011), to perform higher academically and to be more motivated in school (Cohen et al., 2009); and less likely to engage in risky behaviours (Currie et al., 2012).