Barriers to Inclusion of Moroccan Students in Spanish Schools: A Critical Qualitative Research Investigation
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| Title: | Barriers to Inclusion of Moroccan Students in Spanish Schools: A Critical Qualitative Research Investigation |
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| Language: | English |
| Authors: | Lucía Torres-Zaragoza (ORCID |
| Source: | Issues in Educational Research. 2026 36(1):335-353. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, Muslims, Barriers, Inclusion, Immigrants, Educational Environment, Social Influences, Cultural Influences, Religious Factors, Second Language Learning, Critical Race Theory, Mothers, Language Proficiency |
| Geographic Terms: | Morocco, Spain |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | In recent decades, the Muslim population has become one of the largest groups in Western European countries and, thus, in schools. In Spain, particularly, these Muslim students are of Moroccan origin. Education becomes central in fostering inclusion for Muslim migrant students and their families. However, they usually face certain barriers to inclusion regarding their migrant status and their religious identity. This study aims to identify the barriers to inclusion that Moroccan Muslim migrant students and their parents face in their formal educational contexts, from their mother's perspectives. It also explores mothers' proposals to foster this inclusion. Critical qualitative research with a Critical Race Theory approach was adopted. In-depth interviews and a focus group with a total of 14 participants were conducted. There are several barriers to inclusion of Moroccan Muslim migrant students, such as linguistic, socialisation, discrimination, identity and religious obstacles. Mothers also made proposals for improving language support and inclusion. These proposals and the barriers identified are key to develop measures that foster their inclusion, such as policy-making, teacher training, etc. These actions can help these students and their families overcome these obstacles and improve their reality in educational contexts and in the broader Spanish society. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier36/torres-zaragoza-abs.html |
| Accession Number: | EJ1505648 |
| Database: | ERIC |
| Abstract: | In recent decades, the Muslim population has become one of the largest groups in Western European countries and, thus, in schools. In Spain, particularly, these Muslim students are of Moroccan origin. Education becomes central in fostering inclusion for Muslim migrant students and their families. However, they usually face certain barriers to inclusion regarding their migrant status and their religious identity. This study aims to identify the barriers to inclusion that Moroccan Muslim migrant students and their parents face in their formal educational contexts, from their mother's perspectives. It also explores mothers' proposals to foster this inclusion. Critical qualitative research with a Critical Race Theory approach was adopted. In-depth interviews and a focus group with a total of 14 participants were conducted. There are several barriers to inclusion of Moroccan Muslim migrant students, such as linguistic, socialisation, discrimination, identity and religious obstacles. Mothers also made proposals for improving language support and inclusion. These proposals and the barriers identified are key to develop measures that foster their inclusion, such as policy-making, teacher training, etc. These actions can help these students and their families overcome these obstacles and improve their reality in educational contexts and in the broader Spanish society. |
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| ISSN: | 0313-7155 1837-6290 |
