Influences of the social environment on educational processes of students from different ethnic and socio-economic backgrounds

社会环境对不同种族和社会经济背景学生教育过程的影响

• 批准号: 535206806
• 负责人: Dr. Christin Laschke
• 金额: --
• 依托单位: Abteilung Didaktik der Mathematik
• 依托单位国家: 德国
• 项目类别: Scientific Networks
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/535206806?language=en
• 关键词: Influences; social; environment; educational; processes

Children and adolescents in Germany are characterized by increasing diversity, including socio-economic status, ethnic origin and related cultural-linguistic diversity. An immigrant background in Germany is often accompanied by a low socio-economic status; and both individual diversity characteristics are in turn strongly linked to educational processes. Educational outcomes, including educational aspirations of students and their parents, participation in education, as well as classroom and individual learning processes, vary greatly for people of different ethnic groups and socio-economic status, limiting educational equity. Numerous studies showed a relationship between educational processes, students’ individual characteristics and their interaction with the social environment, especially with others persons inside and outside school, such as teachers, peers and siblings. The network consisting of 15 young researchers, some of whom participated in the DFG Young Researchers Academy "Conditions and Processes of Educational Integration of Children and Adolescents with a Migration Background", builds on this starting point. In order to comprehensively investigate the complex interplay between learners and their social environment from different perspectives and thus contribute to the explanation of existing educational disparities, the network members integrate theoretical models and methods from different disciplines, such as psychology, sociology, education, linguistics and educational sciences. In the network, the various theoretical and methodological approaches of the disciplines are linked together with the aim of developing a common theoretical understanding of our research content, defining central concepts and creating an integrative model that presents our research questions in an overall context. In addition, joint project proposals are developed in the network on the basis of this model, and the necessary preliminary work and publications are generated. Over a period of three years, in six working meetings we will strengthen the collaborations between network members, form project groups, and develop new research questions by integrating theoretical approaches. Moreover, we will draft project proposals, plan and conduct preliminary studies, and write first manuscripts. Guests who complement the network in terms of their methodological knowledge and experience in proposal writing and policy advice are invited to individual working meetings. An important long-term concern of the network is to contribute to the integration of all students in the education system and to promote educational equity and equal opportunities.

德国儿童和青少年的特点是日益多样化，包括社会经济地位、族裔血统和相关的文化语言多样性。在德国，移民背景往往伴随着较低的社会经济地位;而这两种个人多样性特征又与教育过程密切相关。教育成果，包括学生及其家长的教育愿望、对教育的参与以及课堂和个人学习过程，对于不同族裔群体和社会经济地位的人来说差别很大，限制了教育公平。许多研究表明，教育过程、学生的个人特点及其与社会环境，特别是与学校内外的其他人，如教师、同龄人和兄弟姐妹的互动之间存在着关系。该网络由15名青年研究人员组成，其中一些人参加了DFG青年研究人员学院的“有移民背景的儿童和青少年教育融合的条件和过程”，该网络建立在这一起点上。为了从不同角度全面调查学习者与其社会环境之间的复杂相互作用，从而有助于解释现有的教育差距，网络成员整合了不同学科的理论模型和方法，如心理学，社会学，教育学，语言学和教育科学。在网络中，学科的各种理论和方法方法被联系在一起，目的是对我们的研究内容形成共同的理论理解，定义中心概念，并创建一个综合模型，在整体背景下呈现我们的研究问题。此外，在该网络中还根据这一模式拟订联合项目提案，并编写必要的初步工作和出版物。在三年的时间里，我们将通过六次工作会议加强网络成员之间的合作，组建项目小组，并通过整合理论方法开发新的研究问题。此外，我们将起草项目建议书，计划和进行初步研究，并撰写第一稿。邀请在方法学知识和提案撰写和政策咨询经验方面对网络起到补充作用的嘉宾参加个别工作会议。该网络的一个重要的长期关切是促进所有学生融入教育系统，并促进教育公平和平等机会。