2009
DOI: 10.1007/s12187-009-9054-6
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Early Ethnic Inequality: The Influence of Social Background and Parental Involvement on Preschool Children’s Cognitive Ability in Germany

Abstract: International research on educational inequality consistently reports the existence of ethnic differences in school achievement. The paper explores as a prior stage early cognitive differences between 3-to 4-year-old natives and immigrants in Germany and tests whether ethnic differences in cognitive outcomes can be essentially explained by the parents' social background and the home environment of the children. It is assumed that children's later educational success depends on their abilities at preschool age.… Show more

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Cited by 19 publications
(9 citation statements)
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“…Therefore, any comparison of two groups pertaining to academic or linguistic performance of primary school children must take into consideration these cognitive variables. Even for the preschool context it is known that children with a migration background (mainly of Turkish origin) scored lower in developmental psychological tests than children without a migration background (see Biedinger 2010). Similarly, success in school strongly depends on children's cognitive abilities (e.g.…”
Section: Test Materialsmentioning
confidence: 99%
“…Therefore, any comparison of two groups pertaining to academic or linguistic performance of primary school children must take into consideration these cognitive variables. Even for the preschool context it is known that children with a migration background (mainly of Turkish origin) scored lower in developmental psychological tests than children without a migration background (see Biedinger 2010). Similarly, success in school strongly depends on children's cognitive abilities (e.g.…”
Section: Test Materialsmentioning
confidence: 99%
“…[3,4]). The following section will give an overview of the state-of-the-art and give some theoretical arguments for the explanatory power of the educational background and the home environment for early cognitive abilities.…”
Section: Child Development Researchmentioning
confidence: 99%
“…Smith, Ray, Stefurak, & Zachar, 2007) as it is parental child-rearing strategies that influence self-regulation, socio-emotional adjustment, and psychopathology in early adulthood (Baker & Hoerger, 2012). The social background and parental involvement is also said to have early ethnic inequality on cognitive development among students of a minority race (Biedinger, 2010). The socio-economic status with gender trolls on the academic self-concept of students (Low & Ishak, 2012) with family socio-economic status predicting self-efficacy of students (Mazur, Malkowska-Szkutnik, & Tabak, 2014) that could influence the emotional stability of students (Kumar, 2013).…”
Section: Psychological Adaptationmentioning
confidence: 99%