The Relationship between Social Capital and Ethnic/Immigrant Tracking: An Analysis of German and U.S. Schools

在美国，大多数关于种族不平等的研究都集中在教育成就（成绩，分数，学位）或长期流动模式（地位获得）的差异上。 越来越多的研究人员将他们的分析扩展到黑人和白人的比较之外，包括少数民族移民。 一般来说，这些研究集中在微观层面的因素，如社会经济背景和文化和社会资本的各个方面，影响教育和职业成就。 然而，很少有美国的研究分析是否轨道安置在中学教育和职业成就的一个关键决定因素是由种族特定的动态塑造。 此外，很少有研究从跨国的角度来研究追踪模式，以评估机构与竞争的个人层面的解释tracking.employing简单和多项logit模型分析数据从德国社会经济小组（GSOEP）和美国的国家教育纵向研究（NELS），这项研究将检验我们是否真的可以从美国的研究结果中推断出追踪那些教育制度具有不同制度特征的国家的决定因素。 虽然土耳其人构成了德国数据分析的移民群体，但美国的重点是西班牙裔，特别是墨西哥裔。 德国和美国为跨民族比较提供了理想的基础，因为它们的教育体系以截然不同的方式组织。 这项研究将解决两个主要问题：（1）轨道布局是否遵循每个国家的种族特定模式？ 以德国为例，影响德国人轨道布局的微观因素是否与非德国人不同（例如，土耳其人）？以及（2）在多大程度上类似的种族特定机制在这两个国家塑造了轨道安置，例如，在德国的外部分层制度中，社会资本对少数族裔移民的影响是否与在美国典型的内部分层制度中对类似少数族裔的影响相同？

SES-9986586Regina WerumMost studies of ethnic inequality in the U.S. focus on differences in educational achievement (grades, scores, degrees) or long-term mobility patterns (status attainment). Increasingly, researchers are extending their analyses beyond black-white comparisons to include ethnic immigrant minorities. Generally, these studies focus on how micro-level factors, such as socio-economic background and various aspects of cultural and social capital, affect educational and occupational attainment. However, few U.S. studies have analyzed whether track placement in secondary school-a key determinant of educational and occupational attainment-is shaped by ethnically specific dynamics. Moreover, few studies have examined track placement patterns from a cross-national perspective to assess the relative power of institutional vs. competing individual-level explanations of tracking.Employing simple and multinomial logit models to analyze data from the German Socio-Economic Panel (GSOEP) and the U.S. based National Education Longitudinal Study (NELS), the study will examine whether we can indeed extrapolate from the U.S. findings concerning the determinants of tracking to countries whose educational systems are marked by different institutional characteristics. While Turks compose the immigrant group of interest for analyses of German data, the focus in the U.S. is on Hispanics, especially Mexicans. Germany and the U.S. provide an ideal basis for ethnic comparisons across nations because their educational systems are organized in a strikingly different manner. The study will address two major questions: (1) does track placement follow ethnically specific patterns within each country? To use Germany as an example, do micro-level factors that shape track placement for ethnic Germans differ from those for non-Germans (e.g., Turks)?, and (2) to what degree do similar ethnically specific mechanisms shape track placements in both countries, e.g., does social capital carry the same weight for ethnic immigrant minorities in Germany's externally stratified institutions as it does for comparable minorities in internally stratified institutions typical of the U.S.?