Bildungsaspirationen in Familien mit Migrationshintergrund

Becker, Birgit; Gresch, Cornelia

doi:10.1007/978-3-658-04322-3_3

Cited by 61 publications

(43 citation statements)

References 44 publications

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“…Die Schwierigkeiten, die Kinder mit Migrationshintergrund im deutschen Bildungssystem haben, sind eng verbunden mit Unterschieden in der sozialen Herkunft (Kalter, 2005;Kristen & Granato, 2007;Segeritz, Walter, & Stanat, 2010;Alba, Handl, & Müller, 2017). Gleichzeitig weisen Schülerinnen und Schüler mit Migrationshintergrund trotz ihrer größeren Schwierigkeiten häufig höhere Bildungsaspirationen auf als ihre Mitschülerinnen und Mitschüler (Hossler & Stage, 1992;Paulus & Blossfeld, 2007;Spera, Wentzel, & Matto, 2009;Relikowski, Yilmaz, & Blossfeld, 2012;Becker & Gresch, 2016).…”

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Muster migrationsspezifischer Unterschiede unter Studienberechtigten in Deutschland: Soziale Herkunft – Schulische Leistungen – Bildungsaspirationen

Sudheimer

Buchholz

2020

Migration, Mobilität Und Soziale Ungleichheit in Der Hochschulbildung

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Educational inequalities between children with and without migration background are well-documented for the early stages of the German educational system, especially the transition from primary to secondary education. Such inequalities are closely linked to differences in children's social origin and school performance. At the same time, educational aspirations of children from migrant families are often higher than those of children without migration background. For later stages of education, little is known about migration-related inequalities in Germany. In our empirical analysis we investigate differences in social origin, school performance, and educational aspirations of school leavers with and without migration background who successfully earned a higher education entrance certificate. Our results show that even within this highly selective group of pupils migration-related patterns of inequality resemble those found for earlier stages of education. However, there are also considerable differences within the group of school leavers from migrant families.

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Muster migrationsspezifischer Unterschiede unter Studienberechtigten in Deutschland: Soziale Herkunft – Schulische Leistungen – Bildungsaspirationen

Sudheimer

Buchholz

2020

Migration, Mobilität Und Soziale Ungleichheit in Der Hochschulbildung

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“…There is ample evidence that attending Early Childhood Education and Care (ECEC) benefits disadvantaged children, especially those with migrant parents (Balladares and Kankaraš, 2020 [16]). It fuels children's social, linguistic and cognitive development and helps them overcome social disadvantage.…”

Section: What and Why?mentioning

confidence: 99%

Provide flexible education pathways for youth born abroad

2021

Making Integration Work

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This is the fourth publication in "Making Integration Work", a series that summarises main lessons from the OECD's work on integration policies. The objective is to present in a non-technical way the main challenges and good policy practices to support the lasting integration of immigrants and their children.This fourth edition takes stock of the experiences of OECD countries in the integration of young people with migrant parents. It summarises this along 11 main policy lessons with supporting examples of good practice. It also provides a comprehensive comparison of the policy frameworks that govern policy strategies for the integration of young people with migrant parents in OECD countries. Information about the different policy frameworks was gathered through a questionnaire.Previous editions of this series addressed the integration of refugees and others in need of protection, the assessment and recognition of foreign qualifications and the integration of family migrants. A further booklet will cover language training for adult migrants.

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“…Niedrige Kosten der Bildungsinvestition könnten die Abbruchintentionen verringern (H2.2). Insbesondere aus der Schulforschung ist bekannt, dass die Bildungsaspirationen der Eltern den Bildungserfolg der Kinder beeinflussen und dass Eltern von Kindern mit Migrationshintergrund allgemein höhere Bildungsaspirationen aufweisen (Becker & Gresch, 2016). Neben dem Motiv des Statuserhalts werden dafür weitere Gründe diskutiert, wie etwa ein Zuwanderungsoptimismus oder Informationsdefizite über das Bildungssystem, wobei es diesbezüglich keine gesicherten Befunde gibt (Becker & Gresch, 2016).…”

Section: Hypothesenunclassified

Der Einfluss der Bildungsherkunft auf die Studienabbruchintention von internationalen Studierenden im ersten Studienjahr

Thies

Falk

2020

Migration, Mobilität Und Soziale Ungleichheit in Der Hochschulbildung

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Educational background, a dimension of social background, is seen as one of many determinants that influence academic success or drop-out. Previous studies have investigated the association of educational background and drop-out only for students in general, disregarding the specific situation of international students. This article examines whether, for international students, an academic background leads to a lower drop-out intention. The results show that an academic background indeed decreases the probability of having a high intention to drop out. The effect, however, disappears when primary (grades) and secondary (aspiration, subjective success probability, financial resources) effects of origin are included. An above-average grade in the higher education entrance qualification, parents' high educational aspirations and a high subjective probability of success decrease the likelihood of a high drop-out intention.

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Bildungsaspirationen in Familien mit Migrationshintergrund

Cited by 61 publications

References 44 publications

Muster migrationsspezifischer Unterschiede unter Studienberechtigten in Deutschland: Soziale Herkunft – Schulische Leistungen – Bildungsaspirationen

Muster migrationsspezifischer Unterschiede unter Studienberechtigten in Deutschland: Soziale Herkunft – Schulische Leistungen – Bildungsaspirationen

Provide flexible education pathways for youth born abroad

Der Einfluss der Bildungsherkunft auf die Studienabbruchintention von internationalen Studierenden im ersten Studienjahr

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