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Transnational educational biographies: Self-selection and institutional selection of adult immigrants into education

跨国教育传记：成年移民接受教育的自我选择和机构选择

基本信息

批准号：
270109932
负责人：
Dr. Janina Söhn
金额：
--
依托单位：
Soziologisches Forschungsinstitut (SOFI)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2015
资助国家：
德国
起止时间：
2014-12-31 至 2019-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/270109932?language=en
关键词：
Transnational educational biographies Self selection

项目摘要

To what extent and under what circumstances do immigrants who immigrate to Germany as adults participate in education? The project seeks to analyze individual, social, and structural determinants as well as subjective sense-making on the part of individuals on the one hand as well as institutional regulations and practices of inclusion and exclusion on the other. Hence, the project is dedicated to a core question of the sociology of inequality: the interaction of self-selection and selection by social institutions, investigated with reference to educational disparities between adult immigrants in their transnational life courses. Secondary and tertiary formal education as well as non-formal professional training are of interest because, broadly speaking, education attained in the host country boosts the chances of immigrants to find employment and qualified jobs in particular. Given that adult immigrants on average participate less often in education than their native peers in Germany, the projects undertakes a detailed intra-group comparison among immigrants. The research design combines quantitative and qualitative methods as well as institutional analysis. First, secondary analysis based on the study of the National Educational Panel Study (NEPS) on adults explores the extent and kind of educational participation in a broad historical perspective based on retrospective longitudinal life-course data. Second, analyses of the Panel Labor Market and Social Security (PASS) focus on unemployed immigrants and government-sponsored training and education in the second half of the 2000s. Multivariate analyses aim to determine the relevance, relative effect size, and moderation of various structural determinants. Third, immigrants whose academic credentials were not recognized by German institutions will be interviewed and those who participate in formal or non-formal education in Germany are compared to those who do not. This qualitative study will shed light on subjective interpretations of immigrants regarding their paths to educational (non-)participation. The question how immigrants deal with the potential tension between the experience of devaluation of their foreign diplomas and the accumulation of new native cultural capital is of particular interest. Fourth, analyses of legal regulations in the education system, in immigration law and active labor-market policies in the period of 2005 to ca. 2014 will help to detect mechanisms of selection by host-country institutions. Expert interviews with institutional actors of state-run job centers, counseling services, and educational organizations will form the basis for an analysis of practices of institutional selection. This part of the analysis will focus on the portrayal of the kind of immigrants deemed suitable for training and education and on migrant-specific aspects in these selection processes.

成年后移民到德国的移民在多大程度上和在什么情况下参与教育？该项目试图分析个人、社会和结构性决定因素，以及个人的主观判断，以及另一方面包容和排斥的制度法规和做法。因此，该项目致力于不平等社会学的一个核心问题：自我选择和社会机构选择的相互作用，参照成年移民在跨国生活过程中的教育差距进行调查。中等和高等正规教育以及非正规专业培训之所以令人感兴趣，是因为一般而言，在东道国接受的教育增加了移民找到工作的机会，特别是找到合格工作的机会。鉴于成年移民接受教育的平均频率低于他们在德国的本土同龄人，这些项目对移民进行了详细的群体内比较。研究设计采用了定量与定性相结合的研究方法和制度分析方法。首先，基于国家教育小组研究(NINS)关于成人的研究的二次分析，以追溯的纵向生活过程数据为基础，从广泛的历史角度探讨教育参与的程度和种类。其次，对劳动力市场和社会保障(PASS)的分析侧重于2000年代后半期的失业移民和政府资助的培训和教育。多变量分析旨在确定各种结构决定因素的相关性、相对效应大小和适宜性。第三，德国机构不承认学历的移民将接受面谈，并将在德国参加正规或非正规教育的移民与未参加正规教育的移民进行比较。这项定性研究将揭示移民对其教育(非)参与途径的主观解读。移民如何处理其外国文凭贬值的经历与新的本土文化资本积累之间的潜在紧张关系的问题特别令人感兴趣。第四，对2005年至2014年期间教育系统、移民法和积极的劳动力市场政策中的法律规定进行分析，将有助于发现东道国机构的选拔机制。对国营就业中心、咨询服务机构和教育组织机构参与者的专家访谈将成为分析机构选择做法的基础。这一部分的分析将侧重于对被认为适合接受培训和教育的移民的描述，以及这些选择过程中移民特有的方面。