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

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。德国的移民背景往往伴随着较低的社会经济地位；而这两个人的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、参与教育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异很大，限制了教育公平。许多研究表明，教育过程、学生的个体特征与他们与社会环境的互动，特别是与学校内外其他人的互动，如教师、同龄人和兄弟姐妹之间的关系。由15名年轻研究人员组成的网络建立在这一起点上，其中一些人参加了DFG青年研究人员学院“移民背景儿童和青少年教育融合的条件和进程”。为了从不同的角度全面研究学习者与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，网络成员整合了心理学、社会学、教育学、语言学和教育学等不同学科的理论模型和方法。在网络中，各学科的各种理论和方法方法联系在一起，目的是对我们的研究内容形成共同的理论理解，界定中心概念，并创建一个在整体背景下提出我们的研究问题的综合模式。此外，在这一模式的基础上，在网络中制定了联合项目提案，并生成了必要的前期工作和出版物。在三年的时间里，我们将在六次工作会议上加强网络成员之间的合作，组成项目小组，并通过整合理论方法开发新的研究问题。此外，我们还将起草项目建议书，规划和进行初步研究，撰写第一稿。邀请在编写提案和政策咨询方面具有方法知识和经验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，促进教育公平和机会平等。

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.