Early Ethnic Educational Inequality: The Influence of Duration of Preschool Attendance and Social Composition

Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study

“…Students with immigrant backgrounds in the educational systems of many countries are often substantially less successful than their peers from families without immigrant history, causing considerable challenges for the respective educational systems, administrations, and practitioners (e.g., Biedinger, Becker, & Rohling, 2008;Kristen & Granato, 2007;Lutz, 2007). The lower competence of students with immigrant backgrounds has been demonstrated, for example, by the large international student assessment surveys Progress in International Reading Literacy (PIRLS) and Programme for International Student Assessment (PISA).…”

Relations between Second-Language Proficiency and National Identification: The Case of Immigrants in Germany

“…4 While the legal status of immigrants in the united Germany was revised and regulated by the end of the 1990s, their integration remains a central issue, both on the political and public agenda as well as in the social sciences (Davidov and Weick, 2011;Luther, 2013;Raijman, Semyonov and Schmidt, 2003;Schlüter, Schmidt and Wagner, 2008). In recent years, the topic has regained dominance in both the public and academic spheres, as it became clear that inequality between native Germans and immigrants of the first generation persists into the second immigrant generation (Biedinger, Becker and Rohling, 2008;Constant and Massey, 2005;Diehl and Koenig, 2009;Kalter and Granato, 2001;Kristen and Dollmann, 2010).…”

Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture

“…Indeed, the issue goes beyond purely academic speculation as it is directly related to policies concerning school segregation. While most previous studies on this topic have been conducted in the United States with secondary school students (Bankston and Caldas, 1998;Rumberger and Palardy, 2005;Ryabov and Van Hook, 2007), the issue has become increasingly popular among European sociologists, as indicated by a growing number of publications in the European Sociological Review directly or indirectly related to the impact of school composition on academic performance (Van der Slik Driessen and De Bot, 2006;Boado, 2007;Fekjaer and Birkelund, 2007;Biedinger, Becker and Rohling, 2008;Brännström, 2008;Kauppinen, 2008) and furthermore there is a growing body of research in different countries with primary school pupils (Strand, 1997;Driessen, 2002;Van der Slik et al, 2006;Dumay and Dupriez, 2008). With a few exceptions, these studies have demonstrated that the socio-economic composition of primary schools is related to academic achievement, that is, pupils going to schools with a higher share of children from a higher socio-economic background were found to perform academically better.…”