Early ethnic educational inequality: The influence of duration of preschool attendance and social composition

European Sociological Review

Volumn 24, Issue 2, 2008, Pages 243-256

  Biedinger, Nicole ^a   Becker, Birgit ^a   Rohling, Inge ^b  

^a UNIVERSITY OF MANNHEIM   (Germany)

^b Kinder und Jugendgesundheitsdienst Fr Landkreis und Stadt Osnabrck ^*  (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41149107810     PISSN: 02667215     EISSN: 14682672     Source Type: Journal    
DOI: 10.1093/esr/jcn001     Document Type: Article

References (66)

1. Alba, R. D., Handl, J. and Müller, W. (1998). Ethnic inequalities in the German School system. In Schuck, P. and Münz, R. (Ed.), Paths to inclusion. The integration of migrants in the United States and Germany. New York, Oxford: Berghahn Books, pp. 115-154.
2. Andersson, B.-E. (1992). Effects of day-care on cognitive and socioemotional competence of thirteen-year-old Swedish schoolchildren. Child Development, 63, 20-36.
3. Aughinbaugh, A. (2001). Does head start yield long-term benefits? The Journal of Human Resources, 36, 641-665.
4. Bade, K. J. (2001). Einwanderungskontinent Europa: Migration und Integration am Ende des 20. Jahrhunderts. In Bade, K. J. (Ed.), Einwanderungskontinent Europa: Migration und Integration am Beginn des 21. Jahrhunderts. Osnabrück: Universitätsverlag Rasch, pp. 19-48.
5. Barnett, S. W. (1995). Long-term effects of early childhood programs on cognitive and school out-comes. The Future of Children, 5, 25-50.
6. Becker, B. and Biedinger, N. (2006). Ethnische Bildungsungleichheit zu Beginn der Schulzeit. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 58, 660-684.
7. Becker, G. S. (1964). Human Capital. A Theoretical and Empirical Analysis with Special Reference to Education. New York: National Bureau of Economic Research.
8. Betts, J. R. and Lofstrom, M. (2000). The Educational Attainment of Immigrants. Trends and Implications. In Borjas, G. J. (Ed.), Issues in the Economics of Immigration. Chicago: The University of Chicago Press, pp. 51-115.
9. Blau, P. M. and Duncan, O. P. (1967). The American Occupational Structure. New York: John Wiley & Sons.
10. Bleakley, H. and Chin, A. (2004). What Holds Back the Second Generation? The Intergenerational Transmission of Language Human Capital among Immigrants, available from: 〈http://www.uh.edu/~achin/research/ bleakley_chin_intergenerational_language_oct2004.pdf〉 [accessed 20 November 2004].
11. Borjas, G. J. (1992). Ethnic capital and intergenerational mobility. The Quarterly Journal of Economics, 107, 123-150.
12. Boudon, R. (1974). Education, Opportunity, and Social Inequality: Changing Prospects in Western Society. New York: Wiley & Sons.
13. Brandon, P. D. (2004). The child care arrangements of preschool-age children in immigrant families in the United States. International Migration, 42, 65-87.
14. Carmichael, S. and Hamilton, C. O. (1967). Black Power: The Politics of Liberation in America. London: Penguin.
15. Currie, J. and Thomas, D. (1995). Does Head Start make a difference? The American Economic Review, 85, 341-364.
16. Dar, Y. and Resh, N. (1986). Classroom intellectual composition and academic achievement. American Educational Research Journal, 23, 357-374.
17. Department for Education and Skills (2005). Ethnicity and Education: The Evidence on Minority and Ethnic Pupils. DfES Research Topic Paper, RTP-01-05.
18. DiMaggio, P. (1982). Cultural capital and school success: the impact of status culture participation on the grades of U.S. high school students. American Sociological Review, 47, 189-201.
19. Ding, C. S. and Davison, M. L. (2005). A longitudinal study of math achievement gains for initially low achieving students. Contemporary Educational Psychology, 30, 81-95.
20. Dinkel, R. H., Luy, M. and Lebok, U. (1999). Die Bildungsbeteiligung deutscher und ausländischer Jugendlicher in der Bundesrepublik Deutschland. In Lüttinger, P. (Ed.), Sozialstrukturanalysen mit dem Mikrozensus. Mannheim: ZUMA Nachrichten Spezial, pp. 354-375.
21. Duncan, G. J. and Magnuson, K. A. (2005). Can family socioeconomic resources account for racial and ethnic test score gaps? The Future of Children, 15, 35-53.
22. Entorf, H. and Minoiu, N. (2004). PISA Results: What a Difference Immigration Law Makes. IZA Discussion Paper: Forschungsinstitut zur Zukunft der Arbeit. IZA DP No. 1021, ftp://repec.iza.org/RePEC/Discussionpaper/dp1021. pdf.
23. Entwisle, D. K. (1995). The role of schools in sustaining early childhood program benefits. The Future of Children, 5, 133-144.
24. Feagin, J. R. and Booher Feagin, C. (1986). Discrimination American Style - Institutional Racism and Sexism. Melbourne: Krieger Publication.
25. Fong, E. and Shibuya, K. (2005). Multiethnic cities in North America, Annual Review Sociology, 31, 285-304.
26. Friedrichs, J. (2000). Ethnische Segregation im Kontext allgemeiner Segregationsprozesse in der Stadt. In Harth, A., Scheller, G. and Tessin, W. (Eds), Stadt und soziale Ungleichheit. Opladen: Leske+ Budrich, pp. 174-193.
27. Garces, E., Thomas, D. and Currie, J. (2002). Longer term effects of head start, The American Economic Review, 92, 999-1012.
28. Gomolla, M. and Radtke, F.-O. (2002). Institutionelle Diskriminierung. Die Herstellung ethnischer Differenz in der Schule. Opladen: Leske + Budrich.
29. Goodman, A. and Sianesi, B. (2005). Early education and children's outcomes: how long do the impacts last? Fiscal Studies, 26, 513-548.
30. Gormley, W. T., Gayer, T., Phillips, D. and Dawson, B. (2005). The effects of universal Pre-K on cognitive development. Developmental Psychology, 41, 872-884.
31. Gramlich, E. M. (1986). Evaluation of education projects: the case of the Perry preschool program. Economics of Education Review, 5, 17-24.
32. Haskins, R. (1989). Beyond metaphor. The efficacy of early childhood education. American Psychologist, 44, 274-282.
33. Helmke, A., Hosenfeld, I., Schrader, F.-W. and Wagner, W. (2002). Sozialer und Sprachlicher Hintergrund. In Helmke, A. and Jäger, R. S. (Eds), Das Projekt MARKUS. Mathematik-Gesamterhebung Rheinland-Pfalz: Kompetenzen, Unterrichtsmerkmale, Schulkontext. Landau: Verlag Empirische Pädagogik, pp. 71-153.
34. Jonen, G., Eckhardt, T. and Jeuthe, E. (2005). The Education System in the Federal Republic of Germany 2003. A Description of Responsibilities, Structures and Developments in Education Policy for the Exchange of Information in Europe, available from: 〈http://www.kmk.org/dossier/preschool.pdf〉 [accessed 5 July 2006].
35. Kalter, F. (2003). Chancen, Fouls und Abseitsfallen. Migranten im Deutschen Ligenfußball. Wiesbaden: Westdeutscher Verlag.
36. Kalter, F. and Granato, N. (2002). Demographic change, educational expansion, and structural assimilation of immigrants. The case of Germany. European Sociological Review, 18, 199-216.
37. Kristen, C. (2005). School Choice and Ethnic School Segregation. Primary School Selection in Germany. Münster: Waxmann.
38. Lamb, M. E. (2000). The effects of quality of care on child development. Applied Developmental Science, 4, 112-115.
39. Lanfranchi, A. (2002). Schulerfolg von Migrationskindern. Die Bedeutung familienergänzender Betreuung im Vorschulalter. Opladen: Leske + Budrich.
40. Lange, R. D. and Rupp, J. C. C. (1992). Ethnic background, social class or status? Developments in school attainment of the children of immigrant in the Netherlands. Ethnic and Racial Studies, 15, 284-303.
41. Leventhal, T. and Brooks-Gunn, J. (2003). Moving on Up: Neighborhood Effects on Children and Families. In Bornstein, M. H. and Bradley, R. H. (Eds), Socioeconomic Status, Parenting, and Child Development. Mahwah: Lawrence Erlbaum Associates, pp. 209-230.
42. Livingston, A. (2006). The Condition of Education 2006 in Brief (NCES 2006-072). Washington, DC: National Center for Education Statistics.
43. Love, J. M., Harrison, L., Sagi-Schwartz, A. and van Ijzendoorn, M. H. et al. (2003). Child care quality matters: how conclusions may vary with context. Child Development, 74, 1021-1033.
44. Magnuson, K. A., Meyers, M. K., Ruhm, C. J. and Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41, 115-157.
45. Magnuson, K. A. and Waldfogel, J. (2005). Early childhood care and education: effects on ethnic and racial gaps in school readiness. The Future of Children, 15, 169-196.
46. Mare, R. D. (1980). Social background and educational continuation decisions. Journal of the American Statistical Association, 75, 295-305.
47. Marks, G. N. (2005). Accounting for immigrant non-immigrant differences in reading and mathematics in twenty countries. Ethnic and Racial Studies, 28, 925-946.
48. Mengering, F. (2005). Bärenstark - Empirische Ergebnisse der Berliner Sprachstandserhebung an Kindern im Vorschulalter. Zeitschrift für Erziehungswissenschaften, 8, 241-262.
49. Neild, R. C. (2001). Same Difference: School Choice and Educational Access in an Urban District. Ann Arbor: UMI.
50. OECD (2006). Where Immigrant Students Succeed - A Comparative Review of Performance and Engagement in PISA 2003, available from: 〈http://www.oecd. org/dataoecd/2/38/36664934.pdf〉
51. Ondrin, J. and Spiess, K. C. (1998). Care of children in a low fertility setting: transitions between home and market care for pre-school children in Germany. Population Studies, 52, 35-48.
52. Portes, A. and MacLeod, D. (1999). Educating the second generation: determinants of academic achievement among children of immigrants in the United States. Journal of Ethnic and Migration Studies, 25, 373-396.
53. Portes, A. and Rumbaut, R. G. (2001). Legacies, the Story of the Immigrant Second Generation. New York: Russel Sage Foundation.
54. Rabe-Hesketh, S. and Skrondal, A. (2005). Multilevel and Longitudinal Modeling Using Stata. Texas: Stata Press.
55. Rohling, I. (2002). Gesundheit und Entwicklungsstand der Osnabrücker Schulanfänger. Multifaktorielle Analyse der Ergebnisse der Schuleingangsuntersuchungen unter besonderer Berücksichtigung des Jahrgangs 2001, available from: 〈http://www.loegd.nrw.de/1pdf_dokumente/ 2_gesundheitspolitik_gesundheitsmanagement/sammlung-kgberichte/ zentraler-berichtsserver/niedersachsen/osnabrueck_stadt_schulanfaenger. pdf〉 [accessed 10 March 2005].
56. Rumberger, R. W. and Tran, L. (2006). Preschool Participation and the Cognitive and Social Development of Language Minority Students, available from: 〈http://lmri.ucsb.edu/publications/06_rumbergertran.pdf〉 [access 8 September 2006].
57. Sammons, P., Elliot, K., Sylva, K. and Melhuish, E. et al. (2004). The impact of pre-school on young children's cognitive attainments at entry to reception. British Educational Research Journal, 30, 691-712.
58. Santel, B. (2000). [The life situation of young Migrants: The problem of the third generation, conference of the Friedrich-Ebert Stiftung at the third of May 1995 in Bochum: The third generation: Integrated, adapted or segregated?] Eine Tagung der Friedrich-Ebert-Stiftung am 3. Mai 1995 in Bochum: Die dritte Generation: integriert, angepaßt oder ausgegrenzt?
59. Schöler, H., Dutzi, I., Roos, J., Schäfer, P. et al. (2004). Einschulungsuntersuchung 2003 in Mannheim, available from: 〈http://www.ph-heidelberg.de/wp/schoeler/Arbeitsbericht16.pdf〉 [accessed 20 November 2005].
60. Snijders, T. A. B. and Bosker, R. J. (1999). Multilevel Analysis. An Introduction to Basic and Advanced Multilevel Modeling. London: SAGE Publications.
61. Statistisches Bundesamt (2004). Statistisches Jahrbuch 2004 für die Bundesrepublik Deutschland. Stuttgart: Metzler-Poeschel.
62. Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35, 893-912.
63. U.S. Department of Education and National Center for Education Statistics by Kristin Denton, Jerry West and Jill Walston (2003). Reading - young children's achievement and classroom experiences, NCES 2003-070. Washington, DC: National Center for Education Statistics.
64. West, A. (2006). School choice, equity and social justice: the case for more control. British Journal of Educational Studies, 54, 15-33.
65. West, J. (2005). Early Childhood Longitudinal Study. Kindergarten Class of 1998-99, available from: 〈http://nces.ed.gov/ecls/pdf/ksum. pdf〉 [accessed 6 October 2005].
66. Worswick, C. (2004). Adaptation and inequality: children of immigrants in Canadian schools. Canadian Economics Association, 37, 53-77.