The role of the family
ERS is a universal process that shapes how individuals understand their position within the social structure and their intercultural interactions. Although this process affects everyone, specific experiences with it vary depending on social contexts such as family, school, and society. ERS encompasses both nonverbal messages, such as cultural symbols in the domestic environment, and explicit conversations about ethnic origin, culture, and discrimination. “Being perceived as a person with or without a so-called migration background is an important form of social categorization in Germany that shapes one’s own experiences as a young person, as well as interactions with adults, teachers, and peers,” explains the inclusion educator. “In any case, the family has a great influence, especially in early childhood and adolescence. Because it teaches us who we are and to which group or groups we belong.” The ERS environment for young people with and without a migration background often differs significantly. When it comes to conversations about culture, origin, diversity, and discrimination, families with a migration background are more active than others: “When we conducted interviews with young German adults without a migration background, they mentioned that there is a lack of explicit conversations about what it means to be German, about culture, and about racism,” Aral recalls. “The majority society in Germany tends to remain silent on topics such as racism and cultural identity.” Here, too, the family plays a crucial role in helping young people develop a positive self-image, for example by fostering awareness of racism and privilege in society.
Schools can make a big difference
But educational institutions can also create a positive framework for cultural diversity and integration. Ideally, schools promote equal treatment and multiculturalism, encouraging critical awareness and active reflection on social inequalities. Through surveys, interviews, and classroom observations, Dr. Aral explores how educational institutions can promote positive cultural diversity and integration. Among the most successful approaches is promoting equal treatment and multiculturalism, that is, the appreciation of cultural diversity. “Among other things, we found that a multicultural climate is positively correlated with positive intergroup attitudes, better achievement, higher motivation, and a stronger sense of belonging to the school. On the other hand, in ‘neutral’ school cultures, we face the challenge that schools may avoid discussions about ‘race’ and ethnicity in order to appear neutral or inclusive.” Dr. Aral also sees a challenge in the fact that teachers are often inadequately prepared for culturally sensitive pedagogy, which leads to discomfort in dealing with cultural diversity. This can result in unequal disciplinary measures and performance expectations, which in turn unintentionally reinforce social stereotypes and prejudices.
ERS is therefore not only an integral component of young people’s identity formation, but also both a challenge and an opportunity for educational institutions that aim to promote understanding, acceptance, and the active promotion of diversity. Dr. Aral sums it up as follows: “When young people are supported in an environment that values and promotes diversity, they are likely to develop a stable foundation for their self-esteem, which protects them from exclusion and discrimination. This enables them to participate confidently in various social contexts and make a positive and active contribution to their communities.”
Dr. Tuğçe Aral has been a research associate at the Chair of Inclusive Education with a focus on diversity at the University of Potsdam since 2018. She focuses intensively on Ethnic and Racial Socialization (ERS) and its significance for the development of young people. Her research focuses on the diverse messages, practices, and experiences through which children and adolescents learn to engage with ethnic, racial, and cultural identities. She is also co-host of the podcast “(Re)searching Diversity.”
https://www.researchingdiversity.com/
This article appeared in the university magazine Portal - Eins 2026 „Inklusion“.