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Are educational inequalities of children from immigrant backgrounds reinforced by lower expectations? Ratings and predictions of preschool teachers
Ist Teil von
Kölner Zeitschrift für Soziologie und Sozialpsychologie, 2013-03, Vol.65 (1), p.73
Ort / Verlag
Wiesbaden: Springer Nature B.V
Erscheinungsjahr
2013
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
This paper examines whether teachers in German preschools scale down their expectations on children from immigrant families. Data base are 554 children from the longitudinal BiKS-study in the federal countries Bavaria and Hesse in Germany. Teachers' ratings about the skills and predictions about the time of school enrolment and the graduation of the children at three measurement points (2005, 2006 and 2007) are used to test the hypothesis. The skills of the children in the areas of vocabulary, arithmetic, and basic cognitive abilities as well as the socioeconomic status of parents are controlled using Propensity-Score-Matching estimations. Nearly no evidence of reduced expectations towards immigrant children is found similar to studies on the transition from primary to secondary school. Inequality reinforcing effects caused by teachers in German preschools are not confirmed. [PUBLICATION ABSTRACT]