When immigrants are aiming high: Educational achievement and attainment in light of greater aspirations

当移民志存高远时：基于更大愿望的教育成就和成就

• 批准号: 390731161
• 负责人: Professorin Dr. Cornelia Kristen, since 8/2019
• 金额: --
• 依托单位: Institut für Sozialwissenschaften
• 依托单位国家: 德国
• 项目类别: Infrastructure Priority Programmes
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/390731161?language=en
• 关键词: When; immigrants; aiming; Educational; achievement

Despite immigrants oftentimes portraying exceptionally high educational aspirations, they and their descendants tend to show lower educational outcomes compared to their majority population counterparts (also termed the aspiration-achievement paradox). The primary aim of this project is to investigate the question how high educational aspirations found among immigrant families shape ethnic inequalities throughout educational careers, both in terms of educational achievement and educational transitions. While current research suggests that immigrants transition more frequently to the more demanding tracks given high aspirations and holding constant prior achievement and social origin, there is far less research on the relationship between educational aspirations and educational achievement. Overall, we identified a number of key research gaps which we seek to address in this project: (1) we use high-quality data to provide longitudinal evidence for the relation between educational aspirations and ethnic differences in transitional behavior and educational achievement for the German context, (2) we apply theoretical models of educational decisions and learning investments to integrate disparate conceptual and theoretical ideas; and we specify the underlying processes separately for the theoretically distinct concepts of idealistic and realistic aspirations, (3) we investigate behavioral changes associated with high levels of educational aspirations leading up to critical transitional episodes in the careers of students and (4) we assess the consequences of making ambitious choices in light of higher aspirations at lower levels of prior achievement. The empirical foundation of this project will be the German National Educational Panel Study (NEPS) which provides consistent and highly detailed measurement of key concepts which enable us to properly distinguish between idealistic and realistic aspirations and which includes sufficiently large samples on immigrants and their descendants.

尽管移民往往表现出极高的教育抱负，但与大多数人口相比，他们及其后代往往表现出较低的教育成果（也被称为抱负-成就悖论）。该项目的主要目的是调查移民家庭的高教育愿望如何在整个教育生涯中塑造种族不平等，无论是在教育成就方面还是在教育转型方面。虽然目前的研究表明，移民更频繁地过渡到要求更高的轨道，因为他们有很高的抱负，保持不变的先前成就和社会出身，但关于教育抱负和教育成就之间关系的研究要少得多。总的来说，我们确定了一些关键的研究差距，我们试图在这个项目中解决：(1)我们使用高质量的数据来提供纵向证据，证明教育愿望与德国背景下过渡行为和教育成就的种族差异之间的关系；(2)我们应用教育决策和学习投资的理论模型来整合不同的概念和理论思想；我们分别为理论上不同的理想主义抱负和现实主义抱负概念指明了潜在的过程，(3)我们调查了与高水平的教育抱负相关的行为变化，导致学生职业生涯中的关键过渡时期，(4)我们评估了在低水平的先前成就下做出高抱负选择的后果。该项目的经验基础将是德国国家教育小组研究（NEPS），该研究提供了一致和非常详细的关键概念测量，使我们能够正确区分理想主义和现实主义的愿望，并包括足够大的移民及其后代样本。