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Autor*innen: Glock, Sabine; Baumann, Tobias; Kleen, Hannah
Titel: German teachers' implicit and explicit attitudes toward female and male muslim students and reactions to social exclusion
In: Social Psychology, 53 (2022) 3, S. 178-183
DOI: 10.1027/1864-9335/a000489
URL: https://econtent.hogrefe.com/doi/full/10.1027/1864-9335/a000489
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Benachteiligung; Christliche Religion; Deutschland; Einstellung <Psy>; Empirische Untersuchung; Ethnische Minderheit; Fragebogen; Geschlecht; Lehrer; Multivariate Analyse; Muslim; Schüler; Stereotyp; Test; Varianzanalyse
Abstract (english): Research has shown negative teachers' attitudes toward ethnic minority students, who - in Germany - often belong to Islam which is stereotypically associated with traditional gender roles. So far, neither implicit attitudes nor the role of student gender have been investigated in this context. Among a sample of 136 teachers, we assessed implicit attitudes toward Muslim students in relation to Christian students using an Implicit Association Test. Implicit and explicit attitudes were less positive toward male than toward female Muslim students. After reading a social exclusion scenario, teachers were asked how they would react. Teachers' reactions depended on the religion and the gender of the student. Our study implies that Islam might be part of the disadvantages ethnic minority students experience in school. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen
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Autor*innen: Schneider, Thorsten; Dohrmann, Julia
Titel: Religion und Bildungserfolg in Westdeutschland unter besonderer Berücksichtigung von Diasporaeffekten
In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, 67 (2015) 2, S. 293-320
DOI: 10.1007/s11577-015-0310-0
URN: urn:nbn:de:0111-pedocs-157701
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-157701
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Bildungsbeteiligung; Bildungserfolg; Bildungssoziologie; Diaspora; Einflussfaktor; Empirische Untersuchung; Gymnasium; Katholische Religion; Muslim; Panel; Protestantismus; Religion; Westdeutschland
Abstract: Die in der quantitativen Bildungssoziologie nahezu verschwundene Kategorie der Religionszugehörigkeit greifen wir auf und fragen, ob und wie diese auch heute noch den Bildungserwerb beeinflusst. Dabei konzentrieren wir uns zunächst auf klassische Erklärungen zu Differenzen in der Lebensführung von Protestanten und Katholiken, auf spezifisches Verhalten in der Diaspora und auf mögliche Selektionseffekte sowie auf muslimische Religionszugehörigkeit als "Bright Boundary" in Verbindung mit der "Stereotype Threat Theory". Zur empirischen Überprüfung werden Daten aus dem Sozio-oekonomischen Panel (SOEP) der Jahre 1997 bis 2011 zum Schulbesuch von 13- bis 16-Jährigen in Westdeutschland unter Verwendung von linearen Wahrscheinlichkeitsmodellen mit festen Effekten für Kreise analysiert. Nach Kontrolle sozialstruktureller Merkmale lassen sich keine statistisch signifikanten Differenzen zwischen Katholiken, Protestanten und Muslimen beobachten. Protestanten und Katholiken haben höhere Gymnasialquoten, wenn sie sich in einer regionalen Minderheitensituation befinden. Dies lässt sich am ehesten auf selektive Mobilität der Eltern zurückführen. (DIPF/Autor)
Abstract (english): Current research on the relevance of religious affiliation for educational success is scarce in Germany. We address this gap and look at differences among Protestants, Catholics, and Muslims regarding educational success. We focus on West Germany, where both Christian denominations are more or less equal in size overall, but with strong regional variations. According to relevant literature, differences in educational success by religion might be due to specific values and beliefs, or minority status (diaspora), yet parts of the population in a diaspora might be highly selective due to spatial mobility. Muslims might be less successful, as the Islamic religion is seen as a "bright boundary" in the German context, which impedes assimilation. To test these hypotheses, we use data from the German Socio-Economic Panel Study (SOEP) collected between 1997 and 2011. The dependent variable is enrolment in the most prestigious secondary school type ("Gymnasium") at the ages of 13 to 16. We use linear probability models to estimate school attendance with fixed effects for districts. Altogether, Catholics, Protestants, and Muslims do not differ in educational success if we control for parents' socioeconomic status. In the case of the two Christian denominations, belonging to a regional minority leads to higher success. There are strong hints that this is caused by parents' spatial mobility. (DIPF/Autor)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Bender-Szymanski, Dorothea
Titel: Assimilation, segregation, or integration? A teaching project examining approaches to religious and ideological diversity in the classroom
In: Intercultural Education, 23 (2012) 4, S. 325-340
URL: http://www.tandfonline.com/doi/pdf/10.1080/14675986.2012.724587
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Bildungsrecht; Deutschland; Fallbeispiel; Handlungskompetenz; Handlungsorientiertes Lernen; Interkulturelle Kompetenz; Koedukation; Lehramtsstudent; Lehrerausbildung; Minderheit; Multikulturelle Erziehung; Muslimin; Projekt; Religionsfreiheit; Schülerin; Simulation; Sportunterricht; Verfassungsrecht
Abstract: In this article, the authors describe the multiple phases of a project that was constructed around the real case of a young Muslim student who wished to be exempted from coeducational physical education on religious grounds. When the school refused her initial request, she decided to take legal measures which ended up in the German Federal Administrative Court. The court ultimately ruled in her favour. Her case was selected as the core ingredient for a new teaching project, which studies acculturation from different perspectives, and examines the complex balance between individual rights and societal duties, as defined by constitutional law in the Federal Republic of Germany. This case demonstrates that the majority society, represented in this study by the school, at times needs to change traditional educational policy in order to further national goals of integration; not as a compromise, but as a fair balance of interests. The project was implemented successfully as an integrated part of teacher preservice education occurring towards the end of the first academically based phase of their training.
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Schneider, Kerstin; Schuchart, Claudia; Weishaupt, Horst; Riedel, Andrea
Titel: The effect of free primary school choice on ethnic groups. Evidence from a policy reform
In: European Journal of Political Economy, 28 (2012) 4, S. 430-444
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Datenanalyse; Deutscher; Deutschland; Elternwille; Grundschule; Muslim; Nordrhein-Westfalen; Reform; Schulbezirk; Schüler; Schulgesetz; Schulstatistik; Schulwahl; Segragation; Türke; Wirkung; Wuppertal
Abstract: In 2008, school catchment areas were abolished in North Rhine-Westphalia (NRW), the most
populous German federal state. Critics have argued that free school choice will lead to
increased segregation and educational disparities. The data used is from Wuppertal, a major
city in NRW. Since the Turkish population is the largest minority in Germany, but also one of
the least integrated, the focus of this paper is on the effect of the new school law on the school
choice of Turkish (Muslim) versus non-Turkish (non-Muslim) families. Free school choice has
led, in fact, to increased choice on the part of both advantaged and (to a lesser extent)
disadvantaged families. Motives behind choice include proximity and the academic quality of
the school. The effect of this increased choice on segregation is inconclusive.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens