Education Acquisition with a Migration Background in the Life Course
As part of so-called Pillar 4 “Education Acquisition with Migration Background in the Life Course”, the project is a core component of the National Educational Panel Study (NEPS). Problems of ethnic penalties and their (causal) linkage to general mechanisms of educational inequality are emphasized in addition to other main foci of NEPS. Prior research has shown that pupils with a migration background show lower school competencies, end up in less advantageous educational tracks, and receive lower returns than peers without a migration background. Some hypotheses and mechanisms have been tested in recent analyses. Conflicting theoretical explanations of these inequalities have been proposed. But appropriate data for severe tests of these mechanisms are missing to date – at least in the case of Germany. Helping to close that gap is one central aim of this project within NEPS. To this end, the working group at the MZES designs instruments to measure ethnic resources and cultural orientations, especially Social Capital, Segmented Assimilation, Identity, Acculturation, Religion, and Transnationalism. These instruments are applied in several NEPS studies from kindergarten to lifelong learning.
In 2012, we implemented immigrant specific instruments in 25 NEPS sub-studies. Preload data were generated for respondent specific interviewing and pilot studies were conducted to prepare the panel waves ahead. Data from NEPS cohorts 2 (Kindergarten) to 6 (Life-long learning) were cleaned and prepared for users. Results were presented at RC33 and ECSR conferences as well as ISA Forum. Publications on educational achievement, labor market integration, identification and social embedding of immigrants are prepared.