With the strong immigration of refugees at the end of the last decade, many minors came to Germany. Their integration into the German educational system will be one of the central tasks of German society and is important for the medium- and long-term integration of incoming young refugees in various areas of society. Data from the ReGES panel study enable analyses of the early integration process of refugees into the German educational system. The study focuses on two cohorts: 2,405 children of preschool age who are about to start school and 2,415 adolescents in lower secondary education who were followed during the transition into vocational training or upper secondary education. Each cohort was interviewed seven times over three school years from 2018 to 2020, with sampling procedures starting in 2017. This article provides an overview of the study design, contents, and research potential of ReGES. The large number of measures of individual characteristics, including objective competence test data (German language and basic cognitive skills) and information on the learning and living contexts of refugees provided by parents, teachers, and administrative staff, allow us to address many research questions.
Current studies suggest that the COVID-19 pandemic is worsening existing social inequalities in the field of education worldwide. We argue that the pandemic is especially challenging for students from socially disadvantaged and educationally deprived homes as parental engagement and resources are hugely important to guide and support the learning process during the school closure period.To examine how well parents were able to help their children with schoolwork during the homeschooling period in Germany, we used data from the German National Educational Panel Study (NEPS) collected during the first homeschooling period in May/June 2020. Taking known mechanisms of inequality of educational opportunity into account, we explore the effects of parents’ aspirations and cultural, social, and economic capital on the ability to help their children.Our results show that although the majority of parents were able to provide good support with schoolwork, we found the expected inequalities due to social background. Low educated parents are twice as likely to be unable to provide sufficient support compared to highly educated parents. In our multivariate analyses, family resources show a significant positive effect on the likelihood that parents were able to help.Moreover, regardless of the social or cultural capital endowment of the parents, good technical equipment in the household is associated with a higher probability of support. Thus, ensuring technical home equipment could be a way to promote an educationally supportive learning environment across all social groups.
In the recent wave of refugee immigration to Germany, many children and adolescents were among the migrants. Their integration into the German educational system will be a major challenge for the years and decades to come. The paper’s aim is to examine both general and refugee-specific mechanisms that likely explain ethnic and social inequality in education among refugee adolescents. The study is based on ReGES (Refugees in the German Educational System) data collected in five German federal states. Our results show that refugee adolescents attend lower grade levels and lower school types than the general pupil population in Germany. We further posit that established mechanisms to explain social and ethnic inequality are also applicable to refugee adolescents. Among refugee-specific aspects, we identify factors at the federal state level that influence the school placement of young refugees. Furthermore, at the individual level, post-traumatic stress disorder is associated with differences in educational achievement among refugee students.
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