%D 2021
%O Bibliogr.: p. 44-46. ĂŠs a lĂĄbjegyzetekben ; ĂśsszefoglalĂĄs angol nyelven
%S TanulmĂĄnyok a tĂĄrsadalomrĂłl
%L acta73344
%T Az iskolaválasztás hazai és nemzetközi kontextusa : mi történik hazánkban a "suliváró" foglalkozásoktól az első osztály indulásáig?
%V 5
%A  Bugyi Anett
%K IskolavĂĄlasztĂĄs - MagyarorszĂĄg, OktatĂĄsi szegregĂĄciĂł, OktatĂĄsszociolĂłgia
%P 24-46
%J TanulmĂĄnyok a tĂĄrsadalomrĂłl V. : a Szegedi TudomĂĄnyegyetem JGYPK ATIKI Alkalmazott TĂĄrsadalomtudomĂĄnyok TanszĂŠk, ETSZK SzociĂĄlis Munka ĂŠs SzociĂĄlpolitika TanszĂŠk, ĂŠs a BTK SzociolĂłgia TanszĂŠk tudomĂĄnyos diĂĄkkĂśri munkĂĄi
%X In my paper I was looking for the answer to what selection mechanisms are present during the school choice, what happens during the primary school choice process in Hungary? I have previously hypothesized that pre-enrollment “school-waiting” sessions function as a latent selection mechanism, thereby reinforcing educational segregation, and selection is based on the performance during the preparatory sessions and the presumed family background of children. In this case study, I present the results of interviews with principals, educators, and parents. Based on the results, it appears that children’s performance and presumed social background are indeed monitored during the preparatory sessions and, in many places this determines which children will be hired, but practices also vary from municipality to municipality and school to school. The processes revealed suggest that many children are stigmatized during the preparatory sessions and, within most public schools, children deemed problematic are grouped into one or two segregated classes.