Session Information
31 SES 05.5 PS, General Poster Session
General Poster Session
Contribution
According to German educational statistics, pupils with Vietnamese immigrant background have higher participation rates in academic tracks, compared to pupils with other immigrant backgrounds, and even higher participation rates than pupils without immigrant background (Walter 2011, Nauck & Schnoor 2015). This is remarkable as the educational participation and performance of pupils with immigrant backgrounds in Germany is marked by large disparities when compared to their autochthonous peers (Kristen & Granato 2004). Still, little attention has been paid to the underlying reasons for the educational success of Vietnamese students. One of the factors that could explain performance differences may lie in extracurricular tutoring (Nauck & Schnoor 2015). However, few is known about how immigrants in Germany use tutoring as an education investment strategy. So, I assume that families of different heritage and social background perform different strategies of investment in education. One explanation of these strategies could be rooted in cultural traditions from the society of origin. In the case of Southeast/ East Asian and also in Turkish school systems, private extracurricular tutoring systems have been established for a long time. Private sources add up to a large portion of educational expenses (OECD 2010; Birkelbach et al. 2017; Bray 2009). The preservation of such traditions may be a result of segmented assimilation and associated with strong mutual support within the ethnic community and accompanied by retention of culture-specific educational habits (Portes & Zhou 1993, Lee & Zhou 2015). Such strategies may be transferred by Vietnamese and Turkish immigrant families into the host societies. Another explanation could lie in the cultural (educational) and economic (household income) background of the families, which could enable the investment into tutoring, or not. Therefore, in this thesis the tutoring usage behavior of the three groups will be investigated. In my thesis I follow the research questions:
1) How does the tutoring behavior differ between and within each of the three groups of origin?
2) For what reason is extracurricular tutoring required?
3) Which influencing factors can be identified to predict the usage of tutoring?
Method
The data derives from the research project „Heritage and Educational Performance (HeBe)“, founded by the German Federal Ministry for Education and Research. In our investigations we focus on German, Turkish and Vietnamese families as examples of different heritage backgrounds and carried out interviews with mothers and children in the 4-5, 6-7, 10-12 and 14-17 age groups with a total sample of 1523 participants. All three nationalities are represented in equal proportions in the sample. Computer Assisted Personal Interviews (CAPI) with the mothers were carried out by bilingual interviewers. For the analysis I will focus on the subsample of 785 mothers and their children of the two oldest age cohorts (10 to 12 and 14 to 17 years). The descriptive and inferential statistical analysis are performed with SPSS 25 (IBM Corp. 2017).
Expected Outcomes
34.7% of the German, 28.6% of the Turkish and 33.8% of the Vietnamese surveyed families reported that they had used tutoring. The results reveal different usage patterns depending on the specific group. Within the German group, tutoring is indicated as an instrument to prevent staying down a year (80.2%, n=252) and to improve bad grades (87.2%, n=258). The Turkish families, also agreed on tutoring as a way to improve grades (63.5%, n=230) but Vietnamese families are rather seeing it as a strategy to further increase already good school performances (71.6%, n=282). This result suggests that within Vietnamese families, tutoring is seen more as a competitive and preventive education investment strategy approach, compared to in German and Turkish families. A further newsworthy finding is that a negative correlation between the net household income and the reasons for the use of extracurricular tutoring could be found in the German group (r=-.225, p= 0.00, n=222). However, in the Turkish group instead a significant positive correlation between these two variables was found (r=.216, p=0.02, n=123). In addition, group differences could be identified through first logistical regression models investigating the usage of extracurricular tutoring by the predictors as socioeconomic background (e.g. household income, highest parental educational degree), locus of control beliefs, orientation towards Turkish and Vietnamese traditions, satisfaction with Mathematics and German grades, educational goals, and reasons for the usage of extracurricular tutoring. The results of this study provide insights into the still scarcely researched field of extracurricular tutoring of (non)immigrant families in Germany.
References
Bray, Mark. 2009. Confronting the Shadow Education System: What Government Policies for What Private Tutoring? UNESCO-IIEP. Paris. Birkelbach, K., Dobischat, R. & Dobischat, B. 2017. Außerschulische Nachhilfe. Ein prosperierender Bildungsmarkt im Spannungsfeld zwischen kommerziellen und öffentlichen Interessen. Study der Forschungsförderung in der Hans-Böckler-Stiftung No. 348. IBM Corp. 2017. IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp. Kristen, C. & Granato, N. 2004. Bildungsinvestitionen in Migrantenfamilien. In: IMIS-Beiträge: 23: 123-141. Lee, J. & Zhou, M..2015. The Asian American Achievment Paradox. Russell Sage Foundation. Nauck, B. & Schnoor, B..2015. Against all odds? Bildungserfolg in türkischen und vietnamesischen Familien in Deutschland. In: Kölner Zeitschrift für Soziologie und Sozialpsychologie 67 (4): 633-657. OECD. 2010. PISA. Education at a Glance 2010. How much public and private Investment is there in education?: Table B3.1. Relative proportions of public and private expenditure on educational institutions, for all levels of education (2000, 2007). Portes, A., & Zhou, M.. 1993. The New Second Generation: segmented assimilation and its variants. Annals of the American Academy of Political and Social Science, 530. p. 74–96. Walter, O. 2011. Der Schulerfolg vietnamesischer und philippinischer Jugendlicher in Deutschland. Eine Analyse auf der Grundlage der Erweiterungsstichprobe von PISA 2003. In: Zeitschrift für Erziehungswissenschaft, 14 (3): 397-420.
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