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Ethnic inequality in choice- and performance-driven education systems: A longitudinal study of educational choices in England, Germany, the Netherlands, and Sweden
The British Journal of Sociology ( IF 3.277 ) Pub Date : 2021-05-07 , DOI: 10.1111/1468-4446.12854
Jörg Dollmann 1, 2
Affiliation  

The motivation for this article was the main finding of an earlier study, which concludes that choice-driven education systems—in the study represented by England and Sweden—are particularly beneficial for immigrants in that they provide them with many opportunities to pursue their generally high educational ambitions. We extend this analysis by including two countries with performance-driven education systems: Germany and the Netherlands. Our study specifically aims to explore whether it is true that choice-driven systems are more beneficial for immigrants or whether immigrants can also succeed in more stratified and selective education systems. Using longitudinal data from the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU), we show that there are no differences in (gross) transition rates between immigrants and natives in Germany, the Netherlands, and Sweden, but immigrants' optimistic choices are more pronounced in England. However, these differences diminish once we account for achievement and students' socioeconomic background in the analyses. Regarding the underlying mechanisms, we find that educational aspirations have an (equally) strong, universal impact, while anticipated discrimination plays a minor role.

中文翻译:

选择和绩效驱动的教育系统中的种族不平等:英格兰、德国、荷兰和瑞典的教育选择纵向研究

这篇文章的动机是早期研究的主要发现,该研究得出的结论是,选择驱动的教育系统——在以英格兰和瑞典为代表的研究中——对移民特别有益,因为它们为他们提供了许多机会来追求他们普遍的高教育抱负。我们通过包括两个具有绩效驱动教育体系的国家来扩展这一分析:德国和荷兰。我们的研究专门旨在探讨选择驱动的系统是否对移民更有利,或者移民是否也可以在更加分层和选择性的教育系统中取得成功。使用来自四个欧洲国家的移民儿童纵向调查 (CILS4EU) 的纵向数据,我们表明,德国、荷兰和瑞典的移民和本地人之间的(总)过渡率没有差异,但移民的乐观选择在英格兰更为明显。然而,一旦我们在分析中考虑了成就和学生的社会经济背景,这些差异就会减少。关于潜在的机制,我们发现教育愿望具有(同样)强大的普遍影响,而预期的歧视起次要作用。
更新日期:2021-05-07
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