Cornelia Kristen

• University of Bamberg

Based on sociological, economic, and social-psychological theories of discrimination and bias, this study addresses non-native accents among ethnic minority students as they begin school and explores effects of such accents on their teachers’ achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a...

Successful integration into the education system is of major importance for the future prospects of immigrants and their children as well as for the social cohesion and viability of the receiving societies. Language is generally viewed as an important aspect of this integration. Whereas there is widespread agreement that the language of the residen...

This article depicts the selectivity profiles of first-generation immigrants of multiple origins in 18 European destinations and investigates whether educational selectivity is relevant to their labour market performance. The theoretical account starts from the premise that the relative position individuals occupy in the educational distribution of...

Based on a field experiment conducted in Germany between October 2014 and October 2015, this article focuses on the disadvantages associated with the presence of a foreign accent in the early hiring process, when applicants call in response to a job advertisement to ask whether the position is still available. We examine whether a foreign accent in...

Do the processes underlying destination-language acquisition differ between recently arrived refugees and other new immigrants? Based on a well-established model of language learning according to which language fluency is a function of efficiency, incentives, and exposure, this study addresses general processes of language learning as well as condi...

This article describes new immigrants’ levels of destination-language proficiency shortly after taking up residence in Germany. The focus lies on a comparison of refugees from Syria with new arrivals from Italy, Poland, and Turkey, who came as economic immigrants, for family reasons, or as students. The theoretical account builds upon a well-establ...

This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms and 1026 first-grade students in Germany. Further, based on a subsample of 19 classrooms with 354 students, we explored the mediating role of three characteristics of teacher feedback rated in video-recorded school les...

Migrant selectivity refers to the idea that immigrants differ in certain characteristics from individuals who stay behind in their country of origin. In this article, we describe the selectivity profiles of recent migrants to Germany with respect to educational attainment, age and sex. We illustrate how refugees differ from labour migrants, and we...

Der Beitrag zielt darauf ab, herkunftssprachliche Kompetenzen in der Generationenfolge zu beschreiben und Bedingungen zu untersuchen, die ihren Erwerb und Erhalt begünstigen. Am Beispiel von Kindern und Jugendlichen, die selbst oder deren Eltern beziehungsweise Großeltern aus der Türkei oder der ehemaligen Sowjetunion stammen, werden herkunftssprac...

Immigrant selectivity describes the notion that migrants are not a random sample of the population at origin, but differ in certain traits such as educational attainment from individuals who stay behind. In this article, we move away from group-level descriptions of educational selectivity and measure it as an individual's relative position in the...

Pillar 4 of the German National Education Panel Study addresses migrants’ and their descendants’ acquisition of education across the life course. Apart from documenting the evolution of ethnic educational inequalities throughout the educational career by focusing on different origin groups and distinct indicators of educational success, we seek to...

Despite their often-reported tendency to ‘aim high’, children of immigrants frequently demonstrate lower school achievement than children of non-immigrants. We address this attitude-achievement paradox by proposing a conditional view that contends that exposure to the destination country's language is essential for transforming favourable education...

This article investigates destination language proficiency upon arrival and subsequent proficiency growth among recently arrived immigrants in Germany, Great Britain, and Ireland. We introduce selectivity considerations to a model of language acquisition, arguing that positively selected individuals should display higher levels of language skills u...

Der Buchbeitrag geht auf das Potential der Daten des Nationalen Bildungspanels (NEPS) für Analysen zu Fragestellungen der Integrationsforschung ein. Im Anschluss an eine kurze Einführung in die Rahmenkonzeption des NEPS werden zunächst Möglichkeiten zur Operationalisierung des Migrationshintergrunds aufgezeigt. Nachfolgend werden die für die einzel...

The data gathered in the German National Educational Panel Study (NEPS) can be used to describe and analyze the education of immigrants and their offspring across different stages in the school career and the life course and to uncover the origins of ethnic educational inequalities. In order to complement this task, it is necessary to adequately id...

Zusammenfassung Die vorliegende Studie geht der Frage nach, ob Lehrererwartungen unabhängig von den Kompetenzen der Schüler nach dem Geschlecht, nach der sozialen oder nach der ethnischen Herkunft variieren. Systematische Verzerrungen liegen dann vor, wenn Lehrkräfte die zukünftigen Leistungen in Abhängigkeit askriptiver Merkmale unter- oder übersc...

Das Kapitel gibt einen kurzen Überblick über die Bedeutung ethnischer Ungleichheiten im Bildungsverlauf und die entsprechenden Kontroversen in Wissenschaft und Öffentlichkeit. Zunächst wird das allgemeine theoretische Modell zur Erklärung von Bildungsungleichheiten erläutert, das von den Autorinnen und Autoren der thematischen Kapitel bei der Syste...

This study examines processes of language acquisition among new immigrants from Poland and Turkey in different European destinations focusing on the first few months after arrival. Starting from a human capital framework, a variety of pre- and post-migration conditions of language learning are addressed, including economic and non-economic incentiv...

Der Beitrag setzt sich mit dem Sprachgebrauch von Zuwanderern in der Bundesrepublik auseinander. Es wird untersucht, inwiefern Erwachsene die Herkunftssprache beibehalten und wann ein Wechsel zur Sprache des Aufnahmelandes zu erwarten ist. Unterschiede im Sprachgebrauch werden dabei als Ergebnis von Anreiz- und Gelegenheitsstrukturen aufgefasst. An...

Der Beitrag widmet sich der Beschreibung interethnischer Freundschaften zwischen Zuwanderern, ihren Nachkommen und der Mehrheitsbevölkerung in der Bundesrepublik Deutschland. Das Augenmerk richtet sich auf die zwischen verschiedenen Migrantengruppen und Generationen bestehenden Unterschiede in den Beziehungsmustern sowie auf die Bedingungen ihrer E...

Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, contin...

Der Überblicksbeitrag beschreibt die in der Bundesrepublik bestehenden migrationsbezogenen Unterschiede im tertiären Bereich und systematisiert die zentralen Befunde. Betrachtet werden unterschiedliche Aspekte zuwanderungsspezifischer Ungleichheit im Hochschulbereich, insbesondere die Leistungsausgangslage, der Übergang ins Studium, die Wahl eines...

In unterschiedlichen Zusammenhängen werden die Folgen der Einbindung in die Herkunftsgruppe in Form ethnisch geprägter Netzwerke und Kontexte für den Bildungserwerb von Kindern und Jugendlichen aus Zuwandererfamilien diskutiert. Zum Teil wird dabei von negativen, zum Teil von positiven Konsequenzen ausgegangen. Im vorliegenden Beitrag werden die zu...

Full text available from: https://www.jstor.org/stable/23773058?seq=1#page_scan_tab_contents. To date, it has been difficult to gauge and compare the effects of different operationalizations of immigrant origins in the German context. The 2005 microcensus provides an unprecedented opportunity to address this issue. In this paper, we first take a lo...

Full text available from: https://www.jstor.org/stable/23773058?seq=1#page_scan_tab_contents. Zusammenfassung Bislang konnten die Folgen unterschiedlicher Operationalisierungen des Migrationshintergrunds im deutschen Kontext kaum abgeschätzt werden. Mit dem Mikrozensus 2005 eröffnet sich nun die Gelegenheit einer solchen Gegenüberstellung. Sie steh...

Pillar 4 of the German National Education Panel Study addresses migrants' and their descendants' acquisition of education across the life course. Apart from documenting the evolution of ethnic educational inequalities throughout the educational career by focusing on different origin groups and distinct indicators of educational success, we seek to...

Wie in vielen anderen europäischen Ländern wächst auch in Deutschland zunehmend die Sorge, dass ethnische Schichtungen und damit einhergehende Segmentationen zu dauerhaften und problematischen Merkmalen der Gesellschaft werden. Im Hinblick auf die Arbeitsmarktintegration, die aus verschiedenen Gründen wohl die bedeutsamste Dimension der Integration...

Zu den inzwischen vorliegenden quantitativen Arbeiten zur Bildungssituation von Kindern und Jugendlichen mit Migrationshintergrund in Deutschland zählen einerseits Beiträge zur Entstehung von Leistungsdisparitäten. Sie basieren vor allem auf Daten der internationalen Schulleistungsstudien (z.B. Kristen 2008; Müller/Stanat 2006; Stanat 2006; Walter/...

Boudon's analytic distinction between primary and secondary effects of social origin can be extended to ethnic origin. On this basis, this article examines whether the less favorable patterns of transition from elementary to secondary education observed for students from Turkish immigrant families - relative to German children - are attributable pr...

This study focuses on school choice processes and how they contribute to ethnic school segregation. The starting point is a heuristic framework on school selection decisions with a sequence of three stages: the perception of school alternatives, the evaluation of these alternatives, and eventually school access. In a step-by-step investigation of t...

Drawing on three large datasets from the German Higher Education Information System Institute (HIS) from 1990, 1994 and 1999, the study reveals that Turkish youth are considerably more likely than Germans to enter tertiary education. This result sharply contrasts with findings on the Turks' poor performance in primary and secondary school. The high...

The Turkish-German performance gap is well established for the German secondary school level, but has hardly been addressed for earlier stages in children's school careers. Against this background the study focuses on the German elementary school system and examines the processes that contribute to early ethnic educational inequalities. It starts w...

The aim of this paper is to analyse the role of unobserved heterogeneity in structural discrete choice models of labour supply for the evaluation of tax-reforms. Within this framework, unobserved heterogeneity has been estimated either parametrically or nonparametrically through random co- efficient models. Nevertheless, the estimation of such mode...

This paper deals with ethnic differences in the student composition at the German elementary school level. It focuses on individual school selection processes and how they contribute to ethnic school segregation. The starting point for discussing different mechanisms that may account for ethnic differences in school choice is a heuristic framework...

Immigrant children's poor academic achievement is often associated with ethnic discrimination in schools. Although evidence on the current German situation shows that discrimination does not play a key role in the explanation of ethnic differences in education, the question still remains unsolved what its precise relevance is. The paper addresses t...

Das nachteilige schulische Abschneiden von Zuwandererkindern wird regelmäßig mit ethnischen Diskriminierungen seitens der Schule in Verbindung gebracht. Obwohl sich zeigen lässt, dass die Diskriminierung keine Schlüsselrolle in einer Erklärung ethnischer Bildungs-ungleichheiten spielt, ist noch immer unbekannt, welche Bedeutung ihr genau zukommt. D...

In diesem Bericht wird der Frage nachgegangen, ob und gegebenenfalls in welchem Ausmaß ethnische Diskriminierungen im deutschen Schulsystem praktiziert werden und welche Bedeutung dem Phänomen in einer Erklärung ethnischer Bildungsungleichheit im Vergleich zu anderen Einflussgrößen zukommen könnte. Nach einer Beschreibung verschiedener theoretische...

Ethnische Unterschiede in der schulischen Platzierung von Migrantenkindern und deutschen Schülerinnen und Schülern am Übergang von der Grundschule in die Sekundarstufe I werden untersucht. Hierzu werden Daten herangezogen, die an sechs Grundschulen in Baden-Württemberg erhoben wurden. Um einen Eindruck vom Ausmaß ethnischer Bildungsunterschiede zu...

The article studies the educational placement of different ethnic groups in the German school system. Using a data set that was collected at six elementary schools in Baden-Württemberg the transition from primary to secondary schooling for immigrant and German families is analyzed. Regarding the extent of ethnic differentiation in the German school...