The risk of delayed school entry in relation to migration background in different institutional settings

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• 作者：Julia Tuppat ; Prof. Dr. Birgit Becker…
• 关键词：Children of immigrants ; Delayed school entry ; Ethnic educational inequality ; School enrollment procedure ; School readiness
• 刊名：Zeitschrift f¨¹r Erziehungswissenschaft
• 出版年：2016
• 出版时间：November 2016
• 年：2016
• 卷：19
• 期：4
• 页码：745-764
• 全文大小：273 KB
• 刊物主题：Social Sciences, general; Psychotherapy and Counseling; Pedagogic Psychology;
• 出版者：Springer Fachmedien Wiesbaden
• ISSN：1862-5215
• 卷排序：19

文摘

In Germany, children of immigrants are faced with delayed school entry about twice as often as children of native-born parents because they are more often diagnosed not being ready for school. We investigate these early educational inequalities, focusing on the interplay of individual competencies and the institutional context in terms of the school enrollment procedure. We compare the conventional procedure, where school enrollment is supposed to be bound on school readiness, with reformed procedures where school enrollment is not supposed to be bound on school readiness. Data of school entry examinations from Hesse, Germany from 2008–2012 are analyzed (N = 50,717). The results show that children of immigrants from all origin groups have a substantially higher risk of obtaining a recommendation for delayed school entry than children of native-born parents. However, these ethnic differences are strongly reduced in the reformed procedures as compared to the conventional school enrollment procedure, indicating that these procedures could be an effective measure to reduce ethnic educational inequalities at school start.