Education is often targeted as a key resource for integration of people with migration background. A silent assumption in many discussions is that beyond formal education, adult learning and education (ALE) also fosters integration, especially higher psychological identification with the receiving society. Still, empirical evidence testing this assumption is rare. To address this issue, the present study investigates the effect of ALE participation on national and ethnic identification of people with migration background in a longitudinal design. The study uses data from the adult starting cohort of the German National Educational Panel Study with a sample size of N = 799 individuals. Structural equation model consisting of true intra‐individual change models and a general propensity score are applied. We find no significant effect of ALE participation on neither national identification nor ethnic identification. However, we find a significant positive association between a change in national identification and a change in ethnic identification over time: An increase in national identification over time is associated with an increase in ethnic identification over time, supporting the idea of the integration strategy being pursued in Germany.

中文翻译：

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通过教育进行身份识别：探讨成人教育对德国具有移民背景的人的民族和种族识别的影响

教育通常被当作是具有移民背景的人们融合的关键资源。在许多讨论中，一个无声的假设是，除了正规教育之外，成人学习和教育（ALE）还会促进融合，尤其是与接受社会的更高的心理认同度。尽管如此，检验这种假设的经验证据仍然很少。为了解决这个问题，本研究在纵向设计中调查了ALE参与对具有移民背景的人的民族和族裔识别的影响。该研究使用了来自德国国家教育小组研究的成年开始队列的数据，样本量为N= 799个人。应用由真正的个体内部变化模型和一般倾向得分组成的结构方程模型。我们发现ALE参与对民族识别和种族识别均无显着影响。但是，我们发现，随着时间的推移，民族认同的变化与种族认同的变化之间存在显着的正相关关系：随着时间的推移，民族认同的增加与种族认同的增加有关，这支持了正在实施的融合战略在德国。