Gendered Pathways to Integration: Why Immigrants’ Naming Practices Differ by the Child’s Gender

We analyze gender differences in immigrants’ ethnic boundary making using the example of name giving. We draw on the well-established finding that immigrants are more likely to choose a name that is common in the host country (strategy of boundary crossing) for female than for male descendants. We distinguish between two dimensions that help us to understand the gender gap in naming: the impact of origin-specific factors (institutionalization of gender equality in the country of origin and religious affiliation) and immigrants’ level of integration into the host country. Using data from the German Socio-Economic Panel Study on immigrants from 49 countries, we show that both sets of factors have a strong impact on immigrants’ boundary making in naming, as well as on the extent of the difference between daughters and sons: traditional gender role attitudes foster the gender gap in naming, whereas integration into the host country reduces it

Eine Analyse verschiedener Migrantinnengruppen auf Basis der Daten des Sozio-ökonomischen Panels

Der Beitrag untersucht Strategien der symbolischen Grenzarbeit bei Migrantinnen aus sechs verschiedenen Herkunftsgruppen (N=1.040) am Beispiel der Vornamenvergabe. Im Mittelpunkt steht die Frage, warum Migrantinnen bei der Wahl eines Vornamens für ihr Kind die Strategie des boundary crossing (Vergabe eines im Zielland üblichen Vornamens) oder aber des boundary maintenance (Vergabe eines im Herkunfts-land üblichen Vornamens) verfolgen. Mit den Daten des Sozio-oekonomischen Panels untersuchen wir vier Erklärungsmechanismen: (1) den Grad der kulturellen Distanz zum Zielland, (2) die sprachliche, strukturelle und soziale Integration im Zielland, (3) die emotionale Identifikation mit Heimat- und Ziel-land und (4) das Geschlecht. Den größten Erklärungsbeitrag leisten die kulturelle Distanz und die struktu-relle Integration (deutsche Staatsangehörigkeit, Bildung). Die sprachliche Integration, Partnerschaften mit in Deutschland geborenen Personen und Gefühle von Belonging haben hingegen in den multivariaten Ana-lysen keinen eigenständigen Effekt in den multivariaten Analysen.The paper investigates strategies of symbolic boundary making in six groups of migrants in Germany (N = 1,040) using the example of name giving for their newborn children. We analyze why some migrants pursue the strategy of boundary crossing (choosing a first name that is common in the host country) and others chose boundary maintenance (choosing a first name that is common in the home country). Using data of the German Socio-Economic Panel Study (SOEP) we analyze four theoretical explanations: (1) the degree of cultural distance from the host country, (2) linguistic, structural and social integration in the host society, (3) emotional identification with the host and the home country and (4) the child’s sex. The degree of cultural distance and structural integration (German citizenship, education) have the largest ef-fects on name giving, whereas linguistic integration, intermarriage with a German spouse and feelings of belonging do not contribute to explaining different name giving patterns in the multivariate models

How do Children Rate Their Health? : An Investigation of Considered Health Dimensions, Health Factors, and Assessment Strategies

In large-scale surveys of both children and adults, self-rated health (SRH) based on questions such as “In general, how would you rate your health?” is a widely used measurement to assess individuals’ health status. However, while a large number of studies have investigated the health aspects people consider for their responses, and some studies show deeper insights into the assessment strategies in answering this question for adults, it is largely unknown how children assess their health based on those questions. Therefore, this study examines how children rate their health according to this question in a sample of 54 9- to 12-year-olds. By using techniques of cognitive interviewing and qualitative and quantitative content analysis, we investigate the health dimensions, health factors as well as different assessment strategies that children refer to in their self-assessment of general health. Our results indicate that children in this age group mostly refer to their physical health and daily functioning or consider health more non-specifically. They also show that children take into account a wide range of specific health aspects, with some minor differences between subgroups, especially by gender. Additionally, our study highlights that children use several assessment strategies. Finally, our results indicate that the majority of children assess their health only using one health dimension, but a substantial share of children reflect on several health factors and combine different assessment strategies. We conclude that children refer to comparable health dimensions and health factors, but use somewhat different assessment strategies compared with studies focusing on adults

Social inequality in the digital transformation: Risks and potentials of mobile health technologies for social inequalities in health

The paper addresses the impact of digital health technologies on social inequalities in health. We set focus on mobile health technologies (mHealth) and analyse whether (a) usage of such technologies differs by educational level and (b) whether their usage moderate social inequalities in health satisfaction. We first develop a theoretical model in order to establish potential associations between social inequality, mHealth usage and health satisfaction. Assuming that mHealth technologies might positively affect health behaviour, they might particularly benefit groups with low health literacy and thus, have the potential to decrease the social gap in health behaviours, that was consistently reported in previous research. On the other hand, drawing on theories in the field of the digital divide, mHealth technologies might in contrast even exacerbate existing inequalities, if groups with a higher socio-economic status use them more often (2nd level digital divide) and/or particularly benefit from using them (3rd level digital divide). Using data of the Innovation Sample of the Germany Socio-Economic Panel Study (N=5,075), we find evidence for a 2nd level digital divide in mHealth usage: Among smartphone users, higher educated respondents are more likely to use health/fitness apps. However, our results do not support the existence of a 3rd level divide: There is no difference in the benefit of usage on respondents' subjective health satisfaction by educational level. Further research is needed in order to analyse the proposed associations more in depth

"Boundary maintenance" oder "boundary crossing"? Symbolische Grenzarbeit bei der Vornamenvergabe bei Migrantinnen

Der Beitrag untersucht Strategien der symbolischen Grenzarbeit bei Migrantinnen aus sechs verschiedenen Herkunftsgruppen (N=1.040) am Beispiel der Vornamenvergabe. Im Mittelpunkt steht die Frage, warum Migrantinnen bei der Wahl eines Vornamens für ihr Kind die Strategie des boundary crossing (Vergabe eines im Zielland üblichen Vornamens) oder aber des boundary maintanance (Vergabe eines im Herkunftsland üblichen Vornamens) verfolgen. Mit den Daten des Sozio-oekonomischen Panels untersuchen wir vier Erklärungsmechanismen: (1) den Grad der kulturellen Distanz zum Zielland (2) die sprachliche, strukturelle und soziale Integration im Zielland (3) die emotionale Identifikation mit Heimat- und Zielland und (4) das Geschlecht. Den größten Erklärungsbeitrag leisten die kulturelle Distanz und die strukturelle Integration (deutsche Staatsangehörigkeit, Bildung). Die sprachliche Integration, Partnerschaften mit in Deutschland geborenen Personen und Gefühle von Belonging haben hingegen in den multivariaten Analysen keinen eigenständigen Effekt

Does ethnic bias affect kindergarten teachers’ school entry recommendations?

Background: Ethnic educational inequality is present in almost all Western societies. One possible explanation for the persisting disadvantages of children from immigrant family backgrounds is discrimination. Individual ethnic discrimination has been reported in the form of ethnic bias in school teachers’ evaluations and recommendations. Children of immigrant families tend to be disadvantaged with regard to both school teachers’ evaluations of their competencies as well as to recommendations of further steps in their educational career. Purpose: The aim of this research paper is to analyse whether ethnic bias is also present at earlier stages of the educational career, in kindergarten teachers’ recommendations. The study, conducted in Germany, investigated (a) whether kindergartens’ recommendations of school entry (early, regular or delayed school entry) differed with respect to whether the child had a Turkish migration background or was a child of German origin and (b) whether these potential differences can be explained by children’s individual skill levels and family background characteristics. Design, sample and methods: The research was carried out from a quantitative secondary analysis, using data from the longitudinal project ‘Preschool education and educational careers among migrant children’, conducted in Germany since 2006. The sample consists of 742 children, with around half of the sample being children of Turkish origin and half being children of German origin, and their parents. Parents were interviewed and children’s individual skills were tested using standardised instruments from the Kaufman Assessment Battery for Children. The effect of Turkish origin on kindergarten teachers’ school entry recommendations is analysed, controlling for children’s social background, individual skills (non-verbal cognition, German language, mathematics) and children’s social behaviour, using a stepwise multinomial logistic regression analysis. Results: The analysis indicated that, although kindergarten teachers’ school entry recommendations differed according to a child’s ethnic background, there was no ethnic bias evident. Children of Turkish origin were significantly less frequently recommended for early school entry than children of German origin and significantly more often for delayed school entry, but these differences vanished when the parents’ educational level was controlled and disappeared when children’s individual skills and social behaviour were additionally considered in the model. Conclusions: We conclude that, in the sample studied, there was no ethnic bias in kindergarten teachers’ school entry recommendations. The disadvantage of children of Turkish origin as compared to the children of German origin can be fully explained by differences in parental educational level and children’s individual skills and social behaviour. The remaining effect of social background, however, should be studied further to clarify whether this effect captures other characteristics such as unobserved skills of the children and differences in parental engagement

Migration and the plurality of ethnic boundary work: A qualitative interview study of naming practices of migrants from former Yugoslavia in Germany

Most research on migration and ethnic boundaries is concerned with boundaries between a specific migrant minority and the ‘majority society’ in the destination country. However, migrant groups are not homogenous; within-group boundaries that are relevant in their context of origin may also play a role in the host context. Focusing on migrants from former Yugoslavia, we analyse the relevance of ethnic boundaries between Bosniaks, Serbs and Croats in Germany. We do so by interpreting migrant parents’ practices of first-name giving as instances of ethnic boundary work. In the case of migrants from former Yugoslavia, first names are a salient marker of ethnic affiliation. Based on 22 semi-structured interviews, we distinguish between three types of ethnic boundary work based on first-name giving. ‘Particularists’ wish to express their ethnic affiliation via first names, and they maintain ethnic boundaries both towards the German majority society as well as other ethnic groups from former Yugoslavia. In contrast, ‘cosmopolitans’ reject names with specific ethnic references and base their choice on personal taste, often opting for international names, thereby rejecting ethnic boundaries towards other former Yugoslav groups. Finally, ‘negotiators’ stand in between. They blur boundaries towards the German majority society, but maintain boundaries towards other ex-Yugoslav ethnic groups. Overall, we find that ex-Yugoslav migrants’ strategies of ethnic boundary work are shaped by a multiplicity of reference groups, not just the relationship with the German majority society

Unequal Distribution of Educational Outcomes between Social Categories: 'Children at Risk' from a Sociological Perspective

This paper discusses the concept of ‘children at risk’ for poor educational outcomes from a sociological perspective. The broader concept of social inequality with its determinants and dimensions is introduced as a conceptual basis. The concept of ‘children at risk’ for adverse educational outcomes can be located within this framework: They are defined as children with an above-average risk of unfavourable educational outcomes because of their affiliation to a social category. The unequal distribution of educational outcomes between different social categories is a well-established research topic in sociology which is usually simply referred to as ‘educational inequality’. Its description and especially its explanation are the major tasks for sociologists in this field. The paper provides some selected examples for educational inequalities and introduces one exemplary theoretical explanation from a sociological perspective for this phenomenon. Furthermore, the concept of ‘children at risk’ is critically discussed in light of the usefulness as well as the complex of problems that may be associated with its application in sociology

“Boundary-Maintenance” or “Boundary-Crossing”? Name-Giving Practices among Immigrants in Germany

This study investigates why some immigrants choose names for their children that are common in their home country whereas others opt for names used by natives in the host country. Drawing on the sociological literature on symbolic boundaries, the first strategy can be described as boundary-maintenance whereas the second can be classified as boundary-crossing. Using data from the German Socio-Economic Panel Study and applying bivariate and multivariate methods, two broader explanations for name-giving practices are tested: (1) cultural proximity and the permeability of the symbolic boundary between home and host country; and (2) immigrants’ levels of linguistic, structural, social, and emotional integration in the host country. Overall, the theoretical model explains the differences very satisfactorily. Whilst both sets of factors proved relevant to immigrants’ name-giving practices, the immigrants’ level of integration in the host country was less important than the cultural proximity between the origin group and host country

Sind türkischstämmige Kinder beim Schulstart im Nachteil? - Die Bedeutung genereller und aufnahmelandspezifischer Kompetenzen für die Wahrscheinlichkeit einer Rückstellung

In diesem Beitrag wird der Effekt eines türkischen Migrationshintergrundes auf die Wahrscheinlichkeit einer Rückstellung von der Einschulung untersucht, wobei neben der sozialen Herkunft auch generelle und aufnahmelandspezifische individuelle Kompetenzen berücksichtigt werden. Wir nehmen an, dass von diesen individuellen Kompetenzen sowohl direkte als auch indirekte Effekte auf die Einschulungsentscheidung ausgehen können. Die Analysen werden mit Daten des Längsschnittprojektes „Erwerb von sprachlichen und kulturellen Kompetenzen von Migrantenkindern in der Vorschulzeit und der Übergang in die Grundschule“ (ESKOM-VG) durchgeführt, in dem insgesamt ca. 1000 Eltern von Vorschulkindern, jeweils zur Hälfte mit türkischem Migrationshintergrund und ohne Migrationshintergrund, interviewt wurden. Mit den Kindern wurden darüber hinaus Entwicklungstests in verschiedenen Kompetenzbereichen durchgeführt. Unter Kontrolle der Kompetenzen hat ein türkischer Migrationshintergrund keinen eigenständigen Effekt auf die Wahrscheinlichkeit einer Rückstellung. Eine Zerlegung des indirekten Effekts des Migrationshintergrundes mittels eines khb-korrigierten logistischen Regressionsmodells zeigt, dass den größten Anteil an diesem Effekt Unterschiede in kulturellen Kompetenzen und Rechenfähigkeiten ausmachen