scholarly journals Migration Background and Participation in Continuing Education in Germany: An Empirical Analysis Based on Data from the German Socio-Economic Panel Study (SOEP)

2009 ◽  
Vol 8 (2) ◽  
pp. 255-275 ◽  
Author(s):  
Halit Öztürk ◽  
Katrin Kaufmann
Keyword(s):  
Continuing Education ◽  
Empirical Analysis ◽  
Panel Study ◽  
Migration Background

scholarly journals The Allocation of Money in Couples: The End of Inequality? / Allokation von Geld in Paarbeziehungen: Das Ende der Ungleichheit?

2006 ◽  
Vol 35 (3) ◽  
Author(s):  
Wolfgang Ludwig-Mayerhofer ◽  
Hermann Gartner ◽  
Jutta Allmendinger
Keyword(s):  
Empirical Analysis ◽  
Low Income ◽  
Panel Study ◽  
Male Partner ◽  
Money Management ◽  
Men And Women ◽  
Low Incomes ◽  
Financial Arrangements ◽  
Fourth Wave ◽  
The Empirical Analysis

SummaryResearch conducted in the 1980s and early 1990s showed considerable inequalities within male-female couples as concerns financial arrangements and access to personal spending money. This paper provides an analysis of the allocation of money in German couples that goes beyond previous research in two respects. First, data are used that permit direct, albeit only rough, assessments of the amount of personal spending money available to each of the partners. Second, it is therefore possible to investigate in some detail the factors that may influence the availability of personal spending money and thus also the possible differences between the woman and the man concerning the amount of money available to each of them.The empirical analysis is based on the German Low Income Panel (NIedrig-Einkommens-Panel, NIEP), a panel study representative of households with an income lower than about 1.5 times the German social assistance rate in 1999, the year of the first wave. We use the fourth wave of the NIEP, in which questions about couples’ money management were added to the questionnaire. The data refer to those 718 households that consisted of an adult couple, with or without children.While not all couples allocate the same amount of money to each partner, there is no difference in the proportion of men and women who have more money at their disposal than their partners. A number of hypotheses are tested concerning the amount of money allocated to individual partners, and the effects are basically the same for men and women. Investigation of the effects on the within-couple differences in personal spending money shows that the balance shifts in favor of the male partner if his education is superior to that of the female partner. This holds specifically for couples with very low incomes.

Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’

2021 ◽  
pp. 147490412110549
Author(s):  
Lisa Rosen ◽  
Marita Jacob
Keyword(s):  
Panel Study ◽  
Migration Background ◽  
The Other ◽  
Educational Science ◽  
National Education ◽  
Migration Research ◽  
Intercultural Competencies ◽  
Educational Migration ◽  
Methodological Considerations ◽  
Teacher Data

Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aims to contribute to the lively discourse about teacher with so-called migration backgrounds. We start with analysing teacher data from the German National Education Panel Study (NEPS). Our analyses indicate that teachers with and without so-called migration backgrounds do not differ significantly in most respects. These findings led us to methodological considerations with regard to the (non-)usefulness of the statistical category of ‘migration background’ in educational migration research.

scholarly journals The Effect of Participation in Adult Education on Life Satisfaction of Immigrants and Natives: A Longitudinal Analysis

2021 ◽  
Author(s):  
Julia S. Granderath ◽  
Andreas Martin ◽  
Laura Froehlich
Keyword(s):  
Life Satisfaction ◽  
Panel Data ◽  
Adult Learning ◽  
Formal Education ◽  
Longitudinal Design ◽  
Panel Study ◽  
Migration Background ◽  
Panel Model ◽  
Lagged Effects ◽  
The Impact

AbstractBeyond formal education, continuing adult learning and education (ALE) is considered as successful means for supporting immigrants’ integration into the receiving society. Although recently, subjective parameters of immigrants’ integration (e.g., life satisfaction) have received increasing academic attention, research on the impact of education on subjective integration indicators is still rare. To address this, the present study contributes to the literature by investigating the effect of ALE participation on life satisfaction in a longitudinal design. The study compares the effect for the group of immigrants with the group of natives in order to estimate whether the potential education effect on life satisfaction is equally strong for both groups or stronger for the group of immigrants (interaction effect). For this, the study uses seven waves of panel data from the German National Educational Panel Study (NEPS) with N = 6386 individuals, of which N = 1002 individuals have a migration background. Methodologically, a Random Intercepts Cross-Lagged Panel Model is applied. This allows distinguishing within-person fluctuations from trait-like between-person differences. On the between-person level, we find a significant link between ALE participation and life satisfaction for both immigrants and natives. However, on the within-person level, no significant cross-lagged effects are observed. Moreover, we find no support for an immigrant-native gap in life satisfaction.

scholarly journals Differences in Children’s Social Development: How Migration Background Impacts the Effect of Early Institutional Childcare Upon Children’s Prosocial Behavior and Peer Problems

2021 ◽  
Vol 12 ◽  
Author(s):  
Kira Konrad-Ristau ◽  
Lars Burghardt
Keyword(s):  
Early Intervention ◽  
Social Development ◽  
Family Background ◽  
Panel Study ◽  
Migration Background ◽  
Early Years ◽  
Peer Problems ◽  
Home Learning ◽  
The Impact ◽  
Age Of Entry

This article focuses on the early years of children from immigrant families in Germany. Research has documented disparities in young children’s development correlating with their family background (e.g., immigrant or ethnic minority status), making clear the importance of early intervention. Institutional childcare—as an early intervention for children at risk—plays an important role in Germany, as 34.3% of children below the age of three and 93% of children above that age are in external childcare. This paper focuses on the extent to which children from families with a background of migration differ in their social development when considering their age of entry into early external childcare (and thus its duration). Data from the infant cohort study of the German National Educational Panel Study (NEPS, N = 1,846) is used to analyze the impact of early institutional childcare before the age of 3 years on children’s social competence at the age of 5 years, controlling for gender, siblings, temperament, home learning activities, and socioeconomic status. Results show the effects of duration of early external childcare on peer problems for children from families with a background of migration, in such a way that children who attend early external childcare for more than 1 year before the age of three show less problem behavior with peers than those who attend for less than a year. These findings have equity implications for children with a migration background living in Germany, especially as the proportion of these children is trending upwards.

Sign in / Sign up

Export Citation Format

Share Document