EUMCHA Operational Project Meetings
Francesca Fauri opened the workshop by outlining its main objectives. She explained that the meeting was intended to present the results of the research conducted thus far and to formally approve the Call for Papers, which announces the final conference scheduled for 4–5 June 2026. Once the Call for Papers was approved, she asked participants to circulate it within their departments, scientific societies, and professional networks, to attract a substantial number of potential contributors. Fauri expressed the hope that the conference would encourage a constructive reflection on both past and present challenges related to migration, as well as on the positive role that the European Union can play as a collective actor. She noted that the members of the Scientific Committee would be responsible for selecting the papers to be presented at the June conference. Selected proposals might also be considered for inclusion in a future edited volume.
Giancarlo Gasperoni provided an update on the progress of his recent research activities, building on work previously presented at the earlier workshop with Francesca Fauri. He reported that they had been developing a paper based on data from the 2022 edition of PISA (the Programme for International Student Assessment). The study examines parents’ attitudes toward immigration, their support for educational opportunities, and their broader perspectives regarding immigrants. A preliminary version of this paper had been presented at the European Sociological Association Conference in Porto in 2023 and subsequently at a national conference in Naples. Gasperoni indicated that this work was expected to serve as their contribution to the forthcoming edited volume. He also explained that he had been analyzing data from TALIS (the Teaching and Learning International Survey), an OECD initiative that explores multicultural diversity practices in European schools. This research investigates whether teachers and school administrators share similar perceptions of certain objective aspects related to immigrant students within their institutions. In collaboration with Debora Mantovani, Gasperoni had also presented another paper drawing on data from the International Civic and Citizenship Education Study. This study explores adolescents’ attitudes toward immigrants, their perceptions of discrimination, and other related dimensions.
For her part, Debora Mantovani reported that her main research focus is on the proper integration of immigrant populations. During previous meetings, she concentrated on two specific topics. The first topic involved methodological research on how official statistics underestimate the foreign population, particularly considering the acquisition of Italian citizenship. She explained that, in Italy, many immigrants -especially students- can acquire citizenship, but official school statistics classify students according to citizenship rather than immigrant background. This misclassification may complicate the assessment of integration processes and the academic proficiency of students with immigrant backgrounds. The second topic concerns the integration of students with immigrant backgrounds within classrooms. In this regard, Mantovani examines the relationship between students’ friendships and their integration, to determine whether students with immigrant backgrounds are more likely to be isolated or well-integrated, considering interactions with both native and non-native students. The study also considers gender differences, as social dynamics and the size of friendship groups may vary between male and female students. Mantovani further explained the importance of integrating network analysis with Qualitative Comparative Analysis (QCA) to identify factors that promote integration and the formation of friendships among students within classrooms. Finally, she described a separate project funded at the ministerial level in Italy. This project applies a “vignette experiment” to investigate how the perceptions of the native population influence the acceptance of immigrants, including potential prejudice. The experiment focuses specifically on asylum seekers: participants first provide their general opinions on immigration, then are presented with a vignette describing the movement of asylum seekers seeking a place to reside. The researchers subsequently analyze participants’ reactions.
Eleonora Vlach (Goethe University Frankfurt am Main) reported that her research focuses on the integration of children of immigrants, with particular attention to the role of education in shaping labor market outcomes and social belonging. She explained that her initial work examined how school participation among immigrant children contributes to structured integration into society, particularly in relation to employment. Her analysis, based on the German context, revealed significant differences between first-generation and second generation immigrants. In Germany’s certificate-based labor market, children of immigrants who complete their education and obtain German qualifications tend to secure better jobs. This contrasts with first-generation immigrants who lack the necessary certificates, leading to disparities in labor market outcomes. Vlach noted that, for most ethnic groups, these differences diminish except for certain disadvantaged groups, such as Turkish and Syrian communities. Vlach also highlighted a second line of inquiry concerning the broader effects of education on integration, particularly regarding social networks and national belonging. Using data from 2018, she explored how educational experiences influence feelings of German national identity, mediated by friendships formed at school. Her findings suggest that prolonged participation in the German education system enhances students’ sense of national belonging, largely because it facilitates interactions and friendships with native peers.
Mark McQuinn (SOAS - University of London) reported that his research focuses on the evolving priorities of EU aid in the context of migration. Drawing on his experience as a former aid worker with ActionAid, he explained that he is examining changes in donor focus, particularly how EU countries allocate aid for migration. McQuinn noted that stricter regulations now govern how aid funds can be used, reflecting a trend in which some donor countries -especially those with right-wing governments- prioritize border securitization over the welfare of migrants themselves. He indicated that his analysis draws on a recent OECD study evaluating how EU aid for migration is distributed and whether it effectively benefits migrant populations. Although most of his research is concentrated in sub-Saharan Africa, he observed that only Morocco among the top ten recipient countries of EU migration aid is in Africa. The other major recipients include Ukraine, India, Syria, Belarus, China (including Hong Kong), Turkey, Colombia, Bangladesh, and Afghanistan. McQuinn reported that he has been reviewing archival materials from EU aid programs to understand past funding flows and to assess their implications for migrants in Morocco. He further explained that his research intersects with the work of Debora Mantovani and Eleonora Vlach, particularly regarding education. He aims to investigate how much EU migration aid is directed toward education, and the extent to which this support promotes integration versus inclusion. McQuinn emphasized that inclusion represents a stronger factor in fostering meaningful participation and social cohesion. Finally, he highlighted that his goal is to develop policy-relevant insights, focusing on how aid can be structured to genuinely benefit migrants. He intends to draw on both the OECD report and archival evidence to propose policy implications that clarify what types of aid are effective in supporting migrant welfare and integration.
Paolo Tedeschi (University of Milan Bicocca) stated that his research focuses on the early decades of the European Social Fund (ESF). The collected documentation will be complemented with additional archival material from the European University Institute (Florence), which will be analysed in November. This will support his contribution to the EUMCHA workshop in June 2026, addressing vocational training programs for migrants, unemployed individuals, and women with limited professional skills. The provisional title is “The European Social Fund and the Improvement of Human Capital in the EEC: Some Cases (Late 1950s–Early 1980s)”.
To conclude the meeting, Paolo Galassi reported on the development and status of the EUMCHA project website and related media initiatives. As explained by Francesca Fauri at the beginning, Paolo Galassi is a young researcher recently appointed within the EUMCHA project, who will be responsible for managing the project’s website, coordinating the organization of the final conference, and producing a video, as outlined in the project plan. Galassi emphasized that the website is intended to be user-friendly and concise, providing essential information and tools to orient users without overwhelming them with text. Galassi also discussed plans for a short documentary to be completed before March 2026. The film, approximately 15-20 minutes in length, will feature interviews with students and former students of immigrant backgrounds in Italy, highlighting their educational experiences and personal stories. The goal is to emphasize the human dimension of the participants’ experiences and to convey the story through their voices, supplemented by contributions from project team members. He further noted that the documentary will include participants from diverse national backgrounds, including Nigeria, North Africa, Albania, and China, reflecting the local yet globally connected nature of the project. Galassi emphasized the importance of collecting ample material, including images and footage from the locations where participants study or live, to ensure a rich and engaging final product.