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Emotional Experiences and Stigma among Families Benefiting from Barcelona's Shock Plan against School Segregation and for Inclusion and Equal Opportunities and Educational Success

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Title: Emotional Experiences and Stigma among Families Benefiting from Barcelona's Shock Plan against School Segregation and for Inclusion and Equal Opportunities and Educational Success
Language: English
Authors: Andrea Jover (ORCID 0009-0002-8918-2578), Martí Manzano, Berta Llos, Andreu Termes
Source: British Educational Research Journal. 2026 52(2):1159-1177.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Emotional Experience, Social Bias, School Segregation, Inclusion, Equal Education, Academic Achievement, Foreign Countries, Psychological Patterns, Migrants, Educational Policy, School Desegregation, Mothers, Social Integration
Geographic Terms: Spain (Barcelona)
DOI: 10.1002/berj.70054
ISSN: 0141-1926
1469-3518
Abstract: This article examines the emotional experiences and processes of stigmatisation encountered by families benefiting from the "Shock Plan Against Segregation and for Inclusion, Equal Opportunities and Educational Success" (SP), implemented in Barcelona. Drawing on 67 in-depth interviews, the study explores the contexts in which stigma-related emotions are intensified, and how these emotions are shaped by key variables such as migrant background, school type and institutional practices. The findings reveal a complex and ambivalent emotional landscape among beneficiary families, marked by a coexistence of relief and gratitude alongside feelings of shame, guilt and distress. These experiences are especially pronounced among migrant mothers whose children are enrolled in private subsidised schools or in schools with medium-to-high socio-economic compositions. Stigmatisation is intensified in educational settings that lack inclusive practices and that reproduce exclusionary dynamics, thereby generating environments of symbolic violence. While the SP seeks to ensure a more equitable distribution of students across schools, the study finds that, in the absence of deliberate inclusion strategies, such policies may inadvertently reinforce exclusion and stigmatisation. The article calls for a shift from structural diversity (social mix) to meaningful interaction (social mixing), arguing that emotional dynamics are central for understanding the success or failure of such policies in advancing equity and inclusion within the education system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502870
Database: ERIC
FullText Text:
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  Data: Emotional Experiences and Stigma among Families Benefiting from Barcelona's Shock Plan against School Segregation and for Inclusion and Equal Opportunities and Educational Success
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  Data: <searchLink fieldCode="AR" term="%22Andrea+Jover%22">Andrea Jover</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8918-2578">0009-0002-8918-2578</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martí+Manzano%22">Martí Manzano</searchLink><br /><searchLink fieldCode="AR" term="%22Berta+Llos%22">Berta Llos</searchLink><br /><searchLink fieldCode="AR" term="%22Andreu+Termes%22">Andreu Termes</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2026 52(2):1159-1177.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22School+Segregation%22">School Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Migrants%22">Migrants</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Desegregation%22">School Desegregation</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain+%28Barcelona%29%22">Spain (Barcelona)</searchLink>
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  Data: 10.1002/berj.70054
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  Data: 0141-1926<br />1469-3518
– Name: Abstract
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  Data: This article examines the emotional experiences and processes of stigmatisation encountered by families benefiting from the "Shock Plan Against Segregation and for Inclusion, Equal Opportunities and Educational Success" (SP), implemented in Barcelona. Drawing on 67 in-depth interviews, the study explores the contexts in which stigma-related emotions are intensified, and how these emotions are shaped by key variables such as migrant background, school type and institutional practices. The findings reveal a complex and ambivalent emotional landscape among beneficiary families, marked by a coexistence of relief and gratitude alongside feelings of shame, guilt and distress. These experiences are especially pronounced among migrant mothers whose children are enrolled in private subsidised schools or in schools with medium-to-high socio-economic compositions. Stigmatisation is intensified in educational settings that lack inclusive practices and that reproduce exclusionary dynamics, thereby generating environments of symbolic violence. While the SP seeks to ensure a more equitable distribution of students across schools, the study finds that, in the absence of deliberate inclusion strategies, such policies may inadvertently reinforce exclusion and stigmatisation. The article calls for a shift from structural diversity (social mix) to meaningful interaction (social mixing), arguing that emotional dynamics are central for understanding the success or failure of such policies in advancing equity and inclusion within the education system.
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        Value: 10.1002/berj.70054
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Emotional Experience
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: School Segregation
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      – SubjectFull: Inclusion
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      – SubjectFull: Equal Education
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Migrants
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      – SubjectFull: Educational Policy
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      – SubjectFull: School Desegregation
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      – SubjectFull: Mothers
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      – SubjectFull: Social Integration
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      – SubjectFull: Spain (Barcelona)
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      – TitleFull: Emotional Experiences and Stigma among Families Benefiting from Barcelona's Shock Plan against School Segregation and for Inclusion and Equal Opportunities and Educational Success
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