Sekundäre Effekte der ethnischen Herkunft: Kinder aus türkischen Familien am ersten Bildungsübergang*

Kristen, Cornelia; Dollmann, Jörg

doi:10.1007/978-3-531-92216-4_9

Cited by 50 publications

(64 citation statements)

References 18 publications

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“…The low educational achievement of immigrants in Germany has a lifelong impact causing lower social status later in life and is passed on to the next generation (Frick and Wagner, 2001). In addition to these results, recent studies found high academic aspirations in Turkish immigrant students and their parents, in some cases even higher than for native Germans or for other immigrant minorities (Kristen and Dollmann, 2010;Relikowski et al, 2012;Salikutluk, 2016). The discrepancy between the high academic aspirations and the overall lower educational status of the Turkish minority seems to be due to the lack of support, participation, and responsibility of parents in students' scholastic lives (Kohl et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

School-Related Social Support Is Associated With School Engagement, Self-Competence and Health-Related Quality of Life (HRQoL) in Turkish Immigrant Students

Demir

Leyendecker

2018

Front. Educ.

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This study examines how school-related social support from teachers and classmates is related to the health-related quality of life (HRQoL), school engagement, and self-competence of Turkish immigrant students in Germany. We used data from the SIMCUR study with a longitudinal and cohort-sequential design. The study included a total of 216 Turkish immigrant children and adolescents. Complete longitudinal data was available for 161 participants. Students rated their perceived teachers and classmate support, HRQoL, school engagement, and self-competence in math and reading in 4th (n = 136), 5th (n = 110), and 6th grades (n = 100) (middle/ M-cohort), or in 7th (n = 73) and 8th (n = 69) grades (older/ O-cohort). Multiple regression analysis revealed that school-related social support had positive effects on all outcomes in 4th grade. In 5, 6, and 7th grades, higher classmate support was associated with higher HRQoL but not with school engagement and self-competence, whereas higher teacher support was associated with higher school engagement and self-competence but not with HRQoL. In 8th grade, only a positive effect of teacher support on school engagement was found. Girls were more likely to report higher school-related social support, but this reached significance only for the M-cohort. Boys in 5, 7, and 8th grades reported higher self-competence in math than girls. We found hardly any effects of maternal education level on HRQoL and school outcomes of students. Only for 4th grade students was higher maternal education level associated with higher school engagement. Our findings indicate that for younger children especially in elementary school, teacher, and classmate support has positive effects on both HRQoL and school-related variables; for students at the beginning of middle school, classmate support only has an influence on HRQoL. Regarding school matters, students in these grades profit from teacher support as from classmates. During adolescence, school-related social support loses significance in terms of HRQoL and self-competence. However, teacher support still seems to have a significant impact on students' school-engagement. From an applied perspective, interventions aimed at HRQoL and academic achievement of children and adolescents should include a focus on social support by teachers and classmates.

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Section: Introductionmentioning

confidence: 99%

School-Related Social Support Is Associated With School Engagement, Self-Competence and Health-Related Quality of Life (HRQoL) in Turkish Immigrant Students

Demir

Leyendecker

2018

Front. Educ.

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“…Dies ist vor allem deshalb der Fall, da sie eine Vorentscheidung für den folgenden Bildungserfolg darstellen. (Kristen & Dollmann, 2010).…”

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Migrationsbedingte Disparitäten in der Notenvergabe nach dem Übergang auf das Gymnasium

Bonefeld

Dickhäuser

Janke

et al. 2017

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Zusammenfassung. Disparitäten bei der Leistungsbewertung von Schülern und Schülerinnen mit Migrationshintergrund konnten häufig für den Übergang zwischen Grundschule und weiterführender Schule nachgewiesen werden. In der hier vorgestellten Studie wurde geprüft, ob sich solche Zusammenhänge auch nach dem Übergang auf das Gymnasium zeigen. Untersucht wurde der Effekt des Migrationshintergrundes von Schüler_innen auf die Leistungsbewertung im Fach Mathematik bei Klassenarbeiten und Zeugnissen. Daten von 1487 Gymnasiastinnen und Gymnasiasten und deren 56 Lehrkräften im Fach Mathematik zu fünf Messzeitpunkten (Beginn der fünften Klasse bis zum Ende der sechsten Klasse) zeigten, dass Schüler_innen nicht-deutscher Herkunft auch unter Kontrolle von Leistungen in standardisierten Tests signifikant schlechtere Klassenarbeits- und Zeugnisnoten erhielten. Der Effekt blieb im Zeitverlauf stabil. Diese Ergebnisse unterstützen die Hypothese, dass sich Urteilsfehler bei der Benotung von Leistungen von Schülern und Schülerinnen mit nichtdeutscher Herkunft zeigen.

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“…What is remarkable is that the disadvantage predominantly falls on grades, whereas the aspiration level also of the most disadvantaged groups is high-transition rates for students of South-American descent in Sweden are notably higher than those of the majority. ere are yet too few studies internationally to conclude that the pattern we nd so systematically in England and Sweden (Jackson, Jonsson, & Rudolphi, 2012) represents a general feature of Western societies, but studies of Germany (Kristen & Dollmann, 2010), Finland (Kilpi-Jakonen, 2011), France (Brinbaum & Cebolla-Boado, 2007), and the Netherlands (van de Wer orst & van Tubergen, 2007) point in the same direction, at least for some ethnic groups. e results in Figures 9.3 and 9.4 defy the gloomy descriptions of ethnic minority youth.…”

Section: Ethnic Inequality In Educational Outcomesmentioning

confidence: 83%

Ever-Expanding University?

Jönsson¹

2014

University Adaptation in Difficult Economic Times

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Sekundäre Effekte der ethnischen Herkunft: Kinder aus türkischen Familien am ersten Bildungsübergang*

Cited by 50 publications

References 18 publications

School-Related Social Support Is Associated With School Engagement, Self-Competence and Health-Related Quality of Life (HRQoL) in Turkish Immigrant Students

School-Related Social Support Is Associated With School Engagement, Self-Competence and Health-Related Quality of Life (HRQoL) in Turkish Immigrant Students

Migrationsbedingte Disparitäten in der Notenvergabe nach dem Übergang auf das Gymnasium

Ever-Expanding University?

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