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ETHNISCHE BILDUNGSUNGLEICHHEIT ZU SCHULBEGINN. (German)
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- Author(s): Becker, Birgit; Biedinger, Nicole
- Source:
Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS); dez2006, Vol. 58 Issue 4, p660-684, 25p- Subject Terms:
- Source:
- Additional Information
- Alternate Title: Ethnic Educational Inequality upon Starting School. (English)
- Subject Terms:
- Abstract: The present paper aims to explain ethnic educational inequality upon starting school, it considers as an example the children's school readiness, and focuses on preschool attendance as a main determinant. The start of the children's school career is mainly presumed to be influenced by the skills acquired in their preschool years. On the basis of the data of the school entrance examination of the City of Osnabrück for the years 2000 to 2005, ethnic differences at the end of their preschool time can be detected. These differences still persist when controlling for family background. However, when the duration of preschool attendance is taken into account, the ethnic effect on school readiness decreases, disappearing completely when additionally controlling for the children's cognitive and linguistic skills. Further analyses show that preschool attendance affects school readiness both directly and indirectly (via cognitive and linguistic skills). The results emphasize the relevance of preschool attendance within the framework of preschool education. [ABSTRACT FROM AUTHOR]
- Abstract: Ziel des vorliegenden Beitrags ist die Erklärung ethnischer Bildungsungleichheit zu Schulbeginn am Beispiel der Schulfähigkeit, wobei besonders auf den Kindergartenbesuch als Erklärungsfaktor fokussiert wird. Es wird angenommen, dass der Start der Schulkarriere durch die in der Vorschulzeit erworbenen Kompetenzen der Kinder geprägt wird. Mit den Daten der Osnabrücker Schuleingangsuntersuchung der Jahrgänge 2000 bis 2005 lassen sich ethnische Unterschiede am Ende der Vorschulzeit nachweisen. Diese bleiben auch bei Kontrolle des Familienhintergrunds bestehen. Unter Berücksichtigung der Kindergartenbesuchsdauer wird der Effekt der ethnischen Herkunft auf die Schulfähigkeit reduziert und verschwindet vollständig bei zusätzlicher Kontrolle der kognitiven und sprachlichen Kompetenzen. Weitergehende Analysen zeigen, dass der Kindergartenbesuch sowohl direkt als auch indirekt (über die kognitiven und sprachlichen Kompetenzen) auf die Schulfähigkeit wirkt. Die Ergebnisse stellen die zentrale Bedeutung des Kindergartenbesuchs im Rahmen der vorschulischen Bildung heraus. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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