Italian educational services dealing with the daughters of migrant families

The growth of global migration flows does not only reshape territories towards superdiversity and transnationalism [Crul et al 2012]; it also influences people's everyday life in an educational way [Tramma 2015]. Together with the other countries of the Mediterranean model of immigration [Ambrosini 2010], Italy experienced an important migratory transition during the last forty years, and it switched from collecting temporary migration of workers, to welcoming entire migrant families, through family reunification and an increasing rate of marriages and births of people with a different nationality. Beside a lot of researches focusing on migrant children in Italy in psychological, sociological and anthropological fields, in the educational research these subject is still under-explored, particularly from a gender perspective. Instead, the biographies of young women belonging to migrant families (born in Italy or arrived during the early childhood) challenge the domain of educational sciences in several ways; they are an example of the intersectionality [Crenshaw 1986] of gender-based, generational and intercultural dynamics and require a special attention from practitioners and researchers. This proposal comes from an ongoing research in Italy, characterized by a qualitative and interpretative approach and multiple data collection tools, such as life stories and focus groups; it aims to analyse the strengths and weaknesses of being a young woman with a migration background, and to study the role played by schools and social-care services in supporting these girls and their families. The final aim is to sustain educational planning in this field