Number of books at home as an indicator of socioeconomic status : Examining its extensions and their incremental validity for academic achievement

The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children’s books and number of ebooks) for explaining students’ academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of the source of information (i.e., whether information is given by parents or children). Based on cross-sectional data of a German sample of 2353 elementary school children from Grades 2 through 4, we found that parents’ information on the number of books and children’s books contributed to students’ academic language comprehension over and above parental occupation and education. Children’s information on the number of books did not further increase the amount of explained variance, and the effects were smaller than those for parents’ information. Yet, when investigated separately, both parents’ and children’s information on the number of books and children’s books at home predicted students’ academic language comprehension and mediated the relationship between more distal structural features of socioeconomic status (i.e., parents’ occupational status and education) and the outcome variable. No effect emerged for the number of ebooks. Our findings point to the robustness of the traditional books-at-home measure when used in parent questionnaires

Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement

The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children’s books and number of ebooks) for explaining students’ academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of the source of information (i.e., whether information is given by parents or children). Based on cross-sectional data of a German sample of 2353 elementary school children from Grades 2 through 4, we found that parents’ information on the number of books and children’s books contributed to students’ academic language comprehension over and above parental occupation and education. Children’s information on the number of books did not further increase the amount of explained variance, and the effects were smaller than those for parents’ information. Yet, when investigated separately, both parents’ and children’s information on the number of books and children’s books at home predicted students’ academic language comprehension and mediated the relationship between more distal structural features of socioeconomic status (i.e., parents’ occupational status and education) and the outcome variable. No effect emerged for the number of ebooks. Our findings point to the robustness of the traditional books-at-home measure when used in parent questionnaires.Peer Reviewe

Teacher Stereotypes and Teacher Expectations at the Intersection of Student Gender and Socioeconomic Status

Gender and family socioeconomic status (SES) are central dimensions of educational inequality and may interact in shaping inequality. This study addresses teacher expectations and stereotypes that possibly contribute to intersectional inequality. The study relies on two samples of teachers and students in German primary schools (sample 1: NTeachers=69, 94 % female, NStudents= 1,049 (German language)/1,027 (mathematics), 48 % female; sample 2: NTeachers= 698 (German language)/614 (mathematics), 94 % female; NStudents= 4,732 (German language)/4,117 (mathematics), 51 % female). Two-level regression analyses revealed additive gender and socioeconomic bias in teacher expectations in German language and mathematics but no intersectional bias (i. e., constant gender bias along family SES and similar socioeconomic bias for girls and boys). Further, teachers with more traditional gender stereotypes showed stronger gender bias, while SES-related stereotypes were unrelated to teacher expectations. We discuss how additive teacher expectation biases relate to the broader concept of intersectionality, potentially shaping unique educational experiences at the intersection of gender and SES.Geschlecht und sozioökonomischer Hintergrund sind zentrale Dimensionen bildungsbezogener Ungleichheiten, die Bildungsungleichheiten wechselseitig prägen können. Die vorliegende Studie untersucht Erwartungen und Stereotype von Lehrkräften, die zu intersektionalen Bildungsungleichheiten beitragen können. Die Studie basiert auf zwei Stichproben von Lehrkräften und Schüler_innen in Grundschulen in Deutschland (Stichprobe 1: NLehrkräfte=69, 94 % weiblich, NSchüler_innen=1,049 (Deutsch)/1,027 (Mathematik), 48 % weiblich; Stichprobe 2: NLehrkräfte=698 (Deutsch)/614 (Mathematik), 94 % weiblich; NSchüler_innen=4,732 (Deutsch)/4,117 (Mathematik), 51 % weiblich). Zwei-Ebenen-Regressionsanalysen zeigten additive Verzerrungen der sprachlichen und mathematischen Leistungserwartungen in Abhängigkeit vom Geschlecht und sozioökonomischen Hintergrund, jedoch keine intersektionalen Verzerrungen (d. h., geschlechtsbezogene Verzerrungen unabhängig vom sozioökonomischen Hintergrund und vergleichbare Verzerrungen in Abhängigkeit vom sozioökonomischen Hintergrund für Mädchen und Jungen). Zudem zeigten Lehrkräfte mit traditionelleren Geschlechterstereotypen stärker nach dem Geschlecht verzerrte Leistungserwartungen, während sozioökonomische Stereotype nicht bedeutsam mit Verzerrungen zusammenhingen. Wir diskutieren, inwiefern additive Erwartungsverzerrungen mit der generellen Idee von Intersektionalität übereinstimmen, da sie spezifische Bildungserfahrungen an der Schnittstelle von Geschlecht und sozioökonomischem Status generieren können.Funding: The authors acknowledge financial support from the Federal Ministry of Education and Research of Germany (project no. 01JC1117). The responsibility for the content of this publication lies with the authors. Open access publication was enabled by Humboldt-Universität zu Berlin.Peer Reviewe

High realistic aspirations : Do normative pressures overthrow rational calculations? ; Applying the model of frame selection to the educational aspirations of immigrant and majority students in Germany

Educational aspirations are of interest to scholars in several disciplines. They can affect multiple aspects of educational success and have been shown to differ between major social groups. Explanations for educational aspirations typically link to two main models of aspiration formation: the Wisconsin model (WM) and rational choice theory (RCT). Whereas the WM highlights significant others’ educational norms, RCT cites cost-benefit calculations to explain how aspirations are formed. As it is still unclear how the two approaches interrelate, we apply a third model, namely the model of frame selection (MFS), which allows the integration of both WM and RCT arguments. In short, it suggests that the importance of others’ educational norms moderates the relevance of own cost-benefit calculations. We assume that considering this interrelation is fruitful when explaining aspirations in general, and specifically when explaining immigrant students’ aspirations, who often perceive high educational obligations by their parents. Using data from the German National Educational Panel Study (NEPS), we test prognoses derived from the three theoretical models for their relevance when explaining the aspirations of Turkish and German students. Results indicate that the processes suggested by both WM and RCT shape aspirations. Consistent with the MFS, these processes also interrelate in that parents’ educational norms reduce the relevance of students’ own cost-benefit calculations. This interrelation does not only apply to Turkish students but holds for all students in the sample

Reducing or widening the gap? : how the educational aspirations and expectations of Turkish and majority families develop during lower secondary education in Germany

Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the development of educational aspirations and expectations over time, focusing on families from Turkey. We drew upon data from the National Educational Panel Study to assess how aspirations and expectations for the highest school degree develop over the course of lower secondary education in Germany’s stratified school system. Applying a multi-actor perspective, we observed trajectories reported by students and their parents. First, we analysed the development of group differences. In line with prior research, we found higher aspirations and expectations for Turkish students and their parents at the beginning of lower secondary education in Germany once social background and achievement differences were controlled for. Origin gaps for students’ expectations and parents’ aspirations decreased over the course of lower secondary education. Second, intraindividual trajectories of aspirations and expectations revealed that parents of Turkish origin were more likely to experience downwards adaptations than majority parents, whereas students of Turkish origin were more likely to hold stable high aspirations and expectations than majority students

Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany

Unterschiede in den Bildungsaspirationen zwischen Personen mit Migrationshintergrund und der Mehrheitsbevölkerung wurden häufig an spezifischen Punkten der Bildungskarriere analysiert. Wenig ist jedoch über die Verläufe von Aspirationen und die Entwicklung ethnischer Unterschiede im Zeitverlauf bekannt. Unter Anwendung gängiger Erklärungsansätze (Immigrant optimism, relativer Statuserhalt, antizipierte Diskriminierung, ethnische Netzwerke und Informationsdefizite) leiten wir spezifische Hypothesen über die Entwicklung von Bildungsaspirationen und -erwartungen im Zeitverlauf ab und konzentrieren uns dabei auf Familien aus der Türkei. Wir greifen auf Daten des Nationalen Bildungspanels (NEPS) zurück, um zu untersuchen, wie sich die Aspirationen und Erwartungen für den höchsten Schulabschluss im Verlauf der Sekundarstufe I im stratifizierten Schulsystem Deutschlands entwickeln. Unter Anwendung einer Multi-Akteurs-Perspektive unterscheiden wir die von Schülerinnen und Schülern und ihren Eltern berichteten Aspirationsverläufe. Erstens analysieren wir die Entwicklung von Gruppenunterschieden. In Übereinstimmung mit früherer Forschung finden wir zu Beginn der Sekundarstufe I in Deutschland höhere Aspirationen und Erwartungen für türkische Schülerinnen und Schüler und ihre Eltern, wenn soziale Herkunft und Leistungsunterschiede kontrolliert werden. Die Herkunftsunterschiede für die Erwartungen der Schülerinnen und Schüler und die Aspirationen der Eltern nehmen im Verlauf der Sekundarstufe I ab. Zweitens zeigen die intra-individuellen Verläufe der Aspirationen und Erwartungen, dass türkischstämmige Eltern diese eher nach unten anpassen als Eltern der ethnischen Mehrheit, während türkischstämmige Schülerinnen und Schüler eine höhere Wahrscheinlichkeit stabil hoher Aspirationen und Erwartungen aufweisen als Schülerinnen und Schüler ohne Migrationshintergrund.Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the development of educational aspirations and expectations over time, focusing on families from Turkey. We drew upon data from the National Educational Panel Study to assess how aspirations and expectations for the highest school degree develop over the course of lower secondary education in Germany's stratified school system. Applying a multi-actor perspective, we observed trajectories reported by students and their parents. First, we analysed the development of group differences. In line with prior research, we found higher aspirations and expectations for Turkish students and their parents at the beginning of lower secondary education in Germany once social background and achievement differences were controlled for. Origin gaps for students' expectations and parents’ aspirations decreased over the course of lower secondary education. Second, intraindividual trajectories of aspirations and expectations revealed that parents of Turkish origin were more likely to experience downwards adaptations than majority parents, whereas students of Turkish origin were more likely to hold stable high aspirations and expectations than majority students

Lehrerurteile, soziale Herkunft der Schülerinnen und Schülern und Lernfortschritte in der Grundschule : eine länderübergreifende Perspektive

This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three large-scale surveys, the Millennium Cohort Study for England, the National Educational Panel Study for Germany, and the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 for the US. At the beginning of primary education, teacher judgements were not entirely consistent with student scores in standardised tests. In England and Germany, teachers underrated students with low-educated parents and overrated those with high-educated parents. In the US, no such differences were found. In all three countries, overrated (or underrated) students performed better (worse) later on. In England and, to a lesser extent, in Germany, we found evidence that biased teacher judgements contribute - over the course of primary school - to widening inequalities in value-added achievement by parental education. Such effects were negligible in the US. Our findings suggest that a cross-country perspective is essential to better understand contextual factors’ role in systematic bias in teacher judgements and its relevance for educational achievement. This study can be seen as a starting point for future research to investigate the mechanisms of such contextual effects more thoroughly

Inequalities in resources for preschool-age children by parental education : evidence from six advanced industrialized countries

This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parental education—highest parental education, and maternal education. We hypothesize that inequalities in resources by parental education will be less pronounced in countries where social policies are designed to be more equalizing. The results provide partial support for this hypothesis: the influence of parental education on resources for children does vary by the social policy context, although not in all cases. We also find that the measurement of parental education matters: income disparities are smaller under a maternal-only definition whereas child care disparities are larger. Moreover, the degree of divergence between the two sets of estimates differs across countries. We provide some of the first systematic evidence about how resources for young children vary depending on parents’ education and the extent to which such inequalities are buffered by social policies. We find that while early inequalities are a fact of life in all six countries, the extent of those inequalities varies considerably. Moreover, the results suggest that social policy plays a role in moderating the influence of parental education on resources for children