The role of older siblings in the educational attainment of children with and without migration background in secondary schooling

尽管关于家庭背景在解释德国教育系统中有和没有移民背景的儿童和青少年在教育参与模式和学业成功方面的差异方面的作用的研究情况很广泛，但可以确定对详细知识的进一步需求以及研究差距。尽管德国四分之三的18岁以下儿童在成长过程中至少有一个兄弟姐妹作为家庭中的另一个依恋对象，但之前的研究主要集中在父母的特征和资源上。在现有的教育研究中，兄弟姐妹到目前为止主要是指流动家庭子女数量的丰富及其对父母在头胎子女和子胎子女之间的教育上投入资源和时间的负面影响。然而，与亲子关系相比，兄弟姐妹关系在社会化影响方面具有特定的结构优势和特定的品质（例如，横向、长寿、爱/信任和竞争/竞争之间的波动）。此外，个别兄弟姐妹拥有教育相关的资源，这些资源可以为教育获得而传递。特别是，年长的兄弟姐妹作为榜样和代父母具有理论意义，这在移徙情况下可能特别明显，因为他们可以潜在地弥补父母在东道国特定人力资本和教育相关的社会化条件(例如，缺乏民族语言能力、种族间接触、以及教育机构的知识)通过在教育系统中发挥领导作用并充当与东道国社会背景的桥梁。计划为期一年的研究项目的总体目标是为目前关于中等教育种族差异的研究提供新的解释性知识和关于哥哥姐姐的教育影响的实证研究结果。该项目的理论核心是综合和扩展现有的社会阶级和移民特定的价值期望考虑的教育轨迹的兄弟姐妹的观点。假设与（移民）父母有关的哥哥姐姐的独立以及补偿和保护作用。该项目的实证核心是对社会经济面板（SOEP）的纵向数据进行分析。这项家庭调查的数据自1984年以来每年进行一次，其结构允许将父母和哥哥姐姐的信息与受访者的信息联系起来，并提供超越横断面研究的可靠实证研究结果。

Despite the broad state of research on the role of the family background in explaining differences in patterns of educational participation and school success between children and adolescents with and without a migration background in the German educational system, further needs for detailed knowledge as well as research gaps can be identified. Although three-quarters of children under the age of 18 in Germany grow up with at least one sibling as another attachment figure in the family, previous research has focused primarily on the characteristics and resources of the parents. In existing educational research, siblings have so far been mentioned mainly when referring to the abundance of children in migrant families and its negative influence on parental investment of resources and time in the education between the first- and subsequent-born children. Yet, sibling relationships have specific structural advantages and specific qualities compared to parent-child relationships for socialization influences (e.g., horizontality, longevity, the oscillation between love/trust and rivalry/competition). Furthermore, individual siblings possess educationally relevant resources that can be transmitted for educational acquisition. In particular, older siblings have a theoretical significance as role models and surrogate parents, which may be particularly evident in migratory situations, where they can potentially compensate for the disadvantages of parents in host-country-specific human capital and educationally relevant socialization conditions (e.g., lack of competence in the national language, inter-ethnic contacts, and knowledge of educational institutions) by having a lead in the educational system and acting as a bridge to the host-society context. The planned one-year research project has the overarching goal of contributing new explanatory knowledge as well as empirical findings on the educational influence of older siblings to current research on ethnic disparities in secondary education. The theoretical core of the project is the synthesis and extension of existing social class and migration-specific value-expectancy considerations of educational trajectories by the sibling perspective. Assumptions are made about independent as well as compensatory and protective effects of older siblings in association with the (migrant) parents. The empirical core of the project is the analysis of longitudinal data from the Socio-Economic Panel (SOEP). The data of this household survey, which has been conducted annually since 1984, allow by its structure to link information of both, parents and older siblings, with that of respondents as well as to provide sound empirical findings that go beyond cross-sectional studies.