Early ethnic educational inequality: The influence of duration of preschool attendance and social composition
Early ethnic educational inequality: The influence of duration of preschool attendance and social composition
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DOI：
10.1093/esr/jcn001
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发表时间：
2008-04-01
影响因子：
3.2
通讯作者：
Rohling, Inge
中科院分区：
文献类型：
--
作者：
Biedinger, Nicole;Becker, Birgit;Rohling, Inge
教育中的种族不平等是科学界的一个老生常谈的话题。我们假设，种族不平等在生命的早期--甚至在孩子开始上学之前就已经构成了。原住民和移民在学龄前出勤率(是否、何时和哪所学前班)方面的差异可能是造成入学后族裔教育不平等的部分原因。我们使用德国奥斯纳布吕克市2000-2005年的入学考试数据来分析6至7岁儿童的入学准备情况，以此作为早期学校成功的指标。显然，即使在控制家庭背景的情况下，学前教育经验的数量也会改善入学准备。虽然所有儿童都是如此，但当控制所有这些个人解释因素时，移民儿童在入学准备方面表现出较低的分数。多水平分析表明，不同学龄前儿童的民族效应不同。幼儿园的影响力取决于其社会构成：社会构成有益的幼儿园比学习环境较差的幼儿园更能促进儿童的发展。移民儿童尤其受益于在积极的背景下在学前班上的时间更长。
Ethnic inequality in education is a well-established topic among the scientific community. We assume that ethnic inequality is constituted early in life-before a child has even started school. Differences between natives and immigrants with regard to preschool attendance (if, when, and which preschool is attended) may account for some of the ethnic educational inequality upon entering school. We use the school entrance examination data of the City of Osnabruck (Germany) for the years 2000-2005 to analyse the school readiness of 6- to 7-year-old children as an indicator of early school success. It is apparent that the amount of preschool experience improves school readiness, even when controlling for family background. While this is true for all children, immigrant children nonetheless exhibit lower scores on school readiness when all these individual explaining factors are controlled for. Multilevel analysis shows that the ethnic effect differs among preschools. A preschools influence depends on its social composition: preschools with a beneficial social composition are better able to promote childrens development than those with a poorer learning context. Immigrant children benefit particularly from longer attendance at preschools with a positive context.