Ethnic and Socioeconomic Class Composition and Language Proficiency: a Longitudinal Multilevel Examination in Dutch Elementary Schools
Ethnic and Socioeconomic Class Composition and Language Proficiency: a Longitudinal Multilevel Examination in Dutch Elementary Schools
复制标题
民族和社会经济阶层构成和语言能力：荷兰小学的纵向多级考试
DOI：
10.1093/esr/jci058
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发表时间：
2006
影响因子：
3.2
通讯作者：
K. Bot
中科院分区：
文献类型：
--
作者：
F. Slik;G. Driessen;K. Bot
本研究测试了小学生的语言能力及其从4年级到6年级的发展是否受到种族和社会经济学校班级组成的影响。平均而言，少数民族集中的班级的学生比少数民族集中程度低的班级的学生成绩差。然而，如果考虑到就业母亲的百分比和父亲收入的变化程度，少数民族集中对四年级语文熟练程度的最初负面影响就降到了不显著的水平。此外，在六年级，如果考虑到父亲收入的差异程度，少数民族儿童所占百分比的最初负面影响就大大减少了。学生的语言能力较低似乎更多地与班级中父母收入的差异有关，而不是与少数民族学生比例高有关。
This study tested whether elementary school pupils' language proficiency, and its development from grade 4 to 6, is affected by ethnic and socioeconomic school class composition. On average, pupils in school classes with high concentrations of ethnic minorities performed worse than pupils in classes with low concentrations of ethnic minorities. However, when percentage of employed mothers and degree of variation in the fathers' incomes were taken into account, the initial negative effect of ethnic minority concentration on language proficiency in grade 4 fell to a non-significant level. In addition, when in grade 6 the degree of variation in the fathers' incomes was taken into account, the initial negative effect of the percentage of ethnic minority children was reduced substantially. It seems that pupils' lower language proficiency is related more to the variation of the parental incomes in a classroom than to the presence of high proportions of pupils from ethnic minorities.