The primary effect of ethnic origin – rooted in early childhood? An analysis of the educational disadvantages of Turkish-origin children during the transition to secondary education in Germany

Becker, Birgit; Klein, Oliver

doi:10.1016/j.rssm.2021.100639

Cited by 14 publications

(12 citation statements)

References 43 publications

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“…Model 2 controls for parental education, revealing a 3.5 percentage point advantage to enter upper secondary education for immigrant students. This is in line with previous research that finds ethnic choice effects after controlling for socio-economic characteristics (Becker and Klein 2021). In our analysis, we restrict these variables to parental education because this is the only variable that was likely determined before a students' parents migrated (see Theory section).…”

Section: Mediation Resultssupporting

confidence: 52%

“…Ethnic minority students, or students whose families migrated from other countries, select high educational tracks at higher rates than ethnic majority students in a number of countries and at various stages of the educational system (Dollmann 2017;Heath, Rothon, and Kilpi 2008;Kristen, Reimer, and Kogan 2008). This is particularly the case when track choice is compared between immigrant and majority students with similar socioeconomic status and previous performance (Becker and Klein 2021).…”

Section: Ethnic Differences In Educational Choicesmentioning

confidence: 99%

“…In common research on ethnic choice effects, track choice variables are regressed on an indicator of ethnic background and the mediators of interest (Becker and Klein 2021).…”

Section: Controlled Direct Effects Super-controlled Direct Effects An...mentioning

confidence: 99%

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Which facet of immigrant optimism best explains immigrant students’ higher transition rates to academic upper secondary education? Insights from causal mediation analysis.

Dochow-Sondershaus¹,

Neumeyer²

2022

Preprint

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This study re-investigates the often-found higher probability of enrolling in academic tracks of upper secondary education among immigrant compared to ethnic majority students, often referred to as the “positive ethnic choice effect”, from a causal inference perspective. The difference in enrollment is often attributed to “immigrant optimism”, a particularly high degree of ambition in students whose parents immigrated. In this study, we first theoretically disentangle multiple facets of immigrant optimism that can be found in the literature: (parental) educational aspirations, a drive for status occupational upward mobility, a high value attached to education and high general ambition. We then discuss the estimation strategies of previous studies in light of a causal mediation analysis framework. While we acknowledge that the explanation of ethnic enrollment gaps is largely a descriptive research question, much can be gained by using knowledge from causal inference. First, a causal inference framework forces us to clearly define our estimand of interest (in our case, a descriptive version of the controlled direct effect). Second, using estimation techniques from causal mediation analysis avoids potential difficulties in interpreting quantities that result from traditional regression modeling. We use marginal structural models and covariate balancing propensity scores to estimate the controlled direct effect of immigration background on choosing the academic upper secondary school track in the German educational system over vocational alternatives, holding different facets of immigrant optimism constant. Our results suggest that parental educational aspirations drive ethnic choice effects, while other facets of immigrant optimism play no role.

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Section: Mediation Resultssupporting

confidence: 52%

Section: Ethnic Differences In Educational Choicesmentioning

confidence: 99%

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Which facet of immigrant optimism best explains immigrant students’ higher transition rates to academic upper secondary education? Insights from causal mediation analysis.

Dochow-Sondershaus¹,

Neumeyer²

2022

Preprint

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“…In existing research, different explanations are proposed to explain ethnic disparities in educational transitions. Among many other factors, immigrants' advantages and disadvantages in educational attainment are largely seen as a result of primary and secondary effects of ethnic origin (Kristen and Dollmann, 2010;Tjaden, 2017;Hadjar and Scharf, 2019;Busse, 2020;Becker and Klein, 2021). The distinction between primary and secondary effects was originally introduced by Boudon (1974) to explain social inequalities in educational attainment.…”

Section: Ethnic Choice Effects and Their Explanationsmentioning

confidence: 99%

How immigrant optimism shapes educational transitions over the educational life course–Empirical evidence from Germany

Busse

Scharenberg

2022

Front. Educ.

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Compared to natives, young adults with an immigrant background are more likely to choose academic education over vocational education and training (VET). Our study investigates ethnic choice effects at different stages of the educational system. Based on longitudinal data from the German National Educational Panel Study (NEPS), we found that immigrant youths–when controlling for achievement and social background–were more likely to attend academic tracks in Grade 9, have higher participation rates in academic tracks at the upper-secondary level, are less likely to choose VET after lower-secondary education as well as after upper-secondary education, and switch more often to higher education after achieving an upper-secondary degree. Mediation analyses confirmed that these effects were largely shaped by differences in educational and occupational aspirations. Our study provides detailed insights into the transition pathways at different educational stages and the relevant mechanisms driving migration-specific choice effects. As ethnic choice effects are empirically well documented in international research, our investigation may contribute to a deeper understanding of educational inequalities in other European countries.

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“…These skills are related to the ability to know how to say no and end interactions; with the expression of social rights; with the ability to defend their own rights; with expressing anger and disagreement; with making requests; and with the ability to know how to initiate interactions with the opposite gender (Cycyk and Hammer, 2018;Canabate et al, 2021;Hyun et al, 2021); its absence can lead to social isolation (Du et al, 2021;Osborn et al, 2021). Fundamental aspect by which its promotion in young immigrants or ethnic, cultural, or racial minorities is justified (Becker and Klein, 2021;Cadenas and Kiehne, 2021;Crooks et al, 2021) in which the academic and social integration is the end of actual education (Dennison and Geddes, 2021;Matejko et al, 2021;Sidler et al, 2021) based on the education of democratic values and a culture of peace.…”

Section: Introductionmentioning

confidence: 99%

Correlational study on cyberbullying and social abilities in intercultural teenagers

2022

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This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.

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The primary effect of ethnic origin – rooted in early childhood? An analysis of the educational disadvantages of Turkish-origin children during the transition to secondary education in Germany

Cited by 14 publications

References 43 publications

Which facet of immigrant optimism best explains immigrant students’ higher transition rates to academic upper secondary education? Insights from causal mediation analysis.

Which facet of immigrant optimism best explains immigrant students’ higher transition rates to academic upper secondary education? Insights from causal mediation analysis.

How immigrant optimism shapes educational transitions over the educational life course–Empirical evidence from Germany

Correlational study on cyberbullying and social abilities in intercultural teenagers

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