Fazit zum sexuellen Missbrauch durch katholische Geistliche: Zusammenfassung der Erkenntnisse aus den KFN-Befragungen

“It’s Their Responsibility, Not Ours”

“…In Baden-Wuerttemberg, where data for the present studies were collected, Italian-origin migrants are the second-biggest immigrant group after Turkish-origin migrants and constitute 9% of the immigrant population (Consolato Generale d’Italia [Report of the General Italian Consulate in Baden-Wuerttemberg], 2007; Eckelt, 2014) and are thus a highly visible ethnic group. Like Turkish-origin students, Italian-origin students perform significantly lower than Germans, although to a lesser degree (e.g., Baier et al, 2010; Schmid, 2014; Segeritz, Walter, & Stanat, 2010; Walter, 2008). However, in contrast to Turkish-origin migrants, who are likely the most negatively evaluated immigrant group, Italian-origin migrants are viewed less negatively and are believed to be better integrated into German society (Baier et al, 2010; Schmid, 2014).…”

“…Like Turkish-origin students, Italian-origin students perform significantly lower than Germans, although to a lesser degree (e.g., Baier et al, 2010; Schmid, 2014; Segeritz, Walter, & Stanat, 2010; Walter, 2008). However, in contrast to Turkish-origin migrants, who are likely the most negatively evaluated immigrant group, Italian-origin migrants are viewed less negatively and are believed to be better integrated into German society (Baier et al, 2010; Schmid, 2014). Drawing on this work, we not only expect German participants to show in-group favoritism (i.e., they will rate both immigrant groups as less competent than Germans) but we also expect differences in their evaluations of the two immigrant groups (i.e., Turkish-origin migrants will be seen as less competent than Italian-origin migrants).…”

“…Turkish-origin migrants are the largest group of immigrants in Germany (18.3% of all immigrants), and on average they show the lowest academic performance (Statistisches Bundesamt [Federal Statistical Office], 2012). For example, 57% of Turkish-origin students are on the lowest track of the German school system (Hauptschule) compared to 28.3% of German students; in contrast, only 27.8% of Turkish-origin students are on the middle track (Realschule) compared to 34.5% of German students, and even fewer (15.2%) on the highest track (Gymnasium) compared to 37.4% of German students (Baier, Pfeiffer, Rabold, Simonson, & Kappes, 2010). Not only do Turkish-origin students underperform on standardized tests and in the educational system compared to Germans, but they also perform worse than other immigrant groups (e.g., Stanat et al., 2010).…”

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

“…Only students who graduate from the highest track school can study at a university, while most students who graduate from the lowest or middle track school enter an apprenticeship (Neumann et al, 2010 ). Most Turkish-origin students attend either lower or middle track schools (Baier et al, 2010 ). In detail, 57% of Turkish-origin students attend schools of the lowest track ( Hauptschule ) in comparison to 28.3% of students without a migration background, whereas students of Turkish origin and students without migration background are equally likely to attend a middle track school (e.g., ~30% attend a Realschule ).…”

“…In detail, 57% of Turkish-origin students attend schools of the lowest track ( Hauptschule ) in comparison to 28.3% of students without a migration background, whereas students of Turkish origin and students without migration background are equally likely to attend a middle track school (e.g., ~30% attend a Realschule ). However, only 15.2% of Turkish-origin students in comparison to 37.4% of students without migration background attend the highest track schools (i.e., Gymnasium ; Kristen, 2002 ; Baier et al, 2010 ). Thus, we decided to only investigate middle track high schools ( Realschule, Mittelschule , and Gesamtschule ), which have a similar number of Turkish-origin and German students, in order to avoid an over- or underrepresentation of Turkish-origin students as in lower and higher track schools, respectively (Baumert and Schümer, 2001 ).…”