Profitieren Kinder mit Migrationshintergrund von pädagogischen Fachkräften mit Migrationshintergrund?

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• 作者：Martin Neugebauer ; Oliver Klein
• 刊名：KZfSS K?lner Zeitschrift f¨¹r Soziologie und Sozialpsychologie
• 出版年：2016
• 出版时间：July 2016
• 年：2016
• 卷：68
• 期：2
• 页码：259-283
• 全文大小：440 KB
• 刊物主题：Social Sciences, general; Sociology, general; Personality and Social Psychology; Methodology of the Social Sciences; Philosophy of the Social Sciences;
• 出版者：Springer Fachmedien Wiesbaden
• ISSN：1861-891X
• 卷排序：68

文摘

This paper tests the assumption that a stronger presence of migrant teachers in preschool can help to reduce ethnic disadvantages and contribute to more equality of opportunity. To this end, migrant children who are taught by teachers with a migration background are compared to those who are confronted with only autochthonous teachers in their day-care centre. The outcome variables include competencies in German language, mathematics, science, as well as social competencies of the children. In addition, the study investigates the contact frequency of migrant parents with the day care centre to test whether contact is enhanced in centres which employ migrant teachers. Contrary to expectations, propensity score matching analyses based on the Kindergarten cohort of the German National Educational Panel Study (NEPS) show that migrant children do not achieve higher competencies when being taught by migrant teachers. Similarly, contact to migrant parents is not improved. More teachers with a migration background will hardly reduce ethnic disadvantages in educational outcomes.KeywordsEducational inequalityPreschoolMigrationMinority teachers