Does Ethnic Bias Affect Kindergarten Teachers' School Entry Recommendations?
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| Title: | Does Ethnic Bias Affect Kindergarten Teachers' School Entry Recommendations? |
|---|---|
| Language: | English |
| Authors: | Becker, Birgit, Tuppat, Julia (ORCID |
| Source: | Educational Research. 2018 60(1):17-30. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Kindergarten |
| Descriptors: | Racial Bias, Ethnic Groups, Social Bias, Immigrants, School Readiness, Kindergarten, Preschool Teachers, Teacher Attitudes, Parent Attitudes, Interviews, Interpersonal Competence, Language Skills, German, Nonverbal Ability, Cognitive Ability, Mathematics Skills, Parent Background, Educational Attainment, Hypothesis Testing, Longitudinal Studies, Statistical Analysis, Foreign Countries, Children, Intelligence Tests |
| Geographic Terms: | Germany, Turkey |
| Assessment and Survey Identifiers: | Kaufman Assessment Battery for Children |
| DOI: | 10.1080/00131881.2017.1421476 |
| ISSN: | 0013-1881 |
| Abstract: | Background: Ethnic educational inequality is present in almost all Western societies. One possible explanation for the persisting disadvantages of children from immigrant family backgrounds is discrimination. Individual ethnic discrimination has been reported in the form of ethnic bias in school teachers' evaluations and recommendations. Children of immigrant families tend to be disadvantaged with regard to both school teachers' evaluations of their competencies as well as to recommendations of further steps in their educational career. Purpose: The aim of this research paper is to analyse whether ethnic bias is also present at earlier stages of the educational career, in kindergarten teachers' recommendations. The study, conducted in Germany, investigated (a) whether kindergartens' recommendations of school entry (early, regular or delayed school entry) differed with respect to whether the child had a Turkish migration background or was a child of German origin and (b) whether these potential differences can be explained by children's individual skill levels and family background characteristics. Design, sample and methods: The research was carried out from a quantitative secondary analysis, using data from the longitudinal project "Preschool education and educational careers among migrant children", conducted in Germany since 2006. The sample consists of 742 children, with around half of the sample being children of Turkish origin and half being children of German origin, and their parents. Parents were interviewed and children's individual skills were tested using standardised instruments from the Kaufman Assessment Battery for Children. The effect of Turkish origin on kindergarten teachers' school entry recommendations is analysed, controlling for children's social background, individual skills (non-verbal cognition, German language, mathematics) and children's social behaviour, using a stepwise multinomial logistic regression analysis. Results: The analysis indicated that, although kindergarten teachers' school entry recommendations differed according to a child's ethnic background, there was no ethnic bias evident. Children of Turkish origin were significantly less frequently recommended for early school entry than children of German origin and significantly more often for delayed school entry, but these differences vanished when the parents' educational level was controlled and disappeared when children's individual skills and social behaviour were additionally considered in the model. Conclusions: We conclude that, in the sample studied, there was no ethnic bias in kindergarten teachers' school entry recommendations. The disadvantage of children of Turkish origin as compared to the children of German origin can be fully explained by differences in parental educational level and children's individual skills and social behaviour. The remaining effect of social background, however, should be studied further to clarify whether this effect captures other characteristics such as unobserved skills of the children and differences in parental engagement. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2018 |
| Accession Number: | EJ1170477 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1170477 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Does Ethnic Bias Affect Kindergarten Teachers' School Entry Recommendations? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Becker%2C+Birgit%22">Becker, Birgit</searchLink><br /><searchLink fieldCode="AR" term="%22Tuppat%2C+Julia%22">Tuppat, Julia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2728-5929">0000-0002-2728-5929</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Research%22"><i>Educational Research</i></searchLink>. 2018 60(1):17-30. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Ability%22">Nonverbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis+Testing%22">Hypothesis Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Kaufman+Assessment+Battery+for+Children%22">Kaufman Assessment Battery for Children</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00131881.2017.1421476 – Name: ISSN Label: ISSN Group: ISSN Data: 0013-1881 – Name: Abstract Label: Abstract Group: Ab Data: Background: Ethnic educational inequality is present in almost all Western societies. One possible explanation for the persisting disadvantages of children from immigrant family backgrounds is discrimination. Individual ethnic discrimination has been reported in the form of ethnic bias in school teachers' evaluations and recommendations. Children of immigrant families tend to be disadvantaged with regard to both school teachers' evaluations of their competencies as well as to recommendations of further steps in their educational career. Purpose: The aim of this research paper is to analyse whether ethnic bias is also present at earlier stages of the educational career, in kindergarten teachers' recommendations. The study, conducted in Germany, investigated (a) whether kindergartens' recommendations of school entry (early, regular or delayed school entry) differed with respect to whether the child had a Turkish migration background or was a child of German origin and (b) whether these potential differences can be explained by children's individual skill levels and family background characteristics. Design, sample and methods: The research was carried out from a quantitative secondary analysis, using data from the longitudinal project "Preschool education and educational careers among migrant children", conducted in Germany since 2006. The sample consists of 742 children, with around half of the sample being children of Turkish origin and half being children of German origin, and their parents. Parents were interviewed and children's individual skills were tested using standardised instruments from the Kaufman Assessment Battery for Children. The effect of Turkish origin on kindergarten teachers' school entry recommendations is analysed, controlling for children's social background, individual skills (non-verbal cognition, German language, mathematics) and children's social behaviour, using a stepwise multinomial logistic regression analysis. Results: The analysis indicated that, although kindergarten teachers' school entry recommendations differed according to a child's ethnic background, there was no ethnic bias evident. Children of Turkish origin were significantly less frequently recommended for early school entry than children of German origin and significantly more often for delayed school entry, but these differences vanished when the parents' educational level was controlled and disappeared when children's individual skills and social behaviour were additionally considered in the model. Conclusions: We conclude that, in the sample studied, there was no ethnic bias in kindergarten teachers' school entry recommendations. The disadvantage of children of Turkish origin as compared to the children of German origin can be fully explained by differences in parental educational level and children's individual skills and social behaviour. The remaining effect of social background, however, should be studied further to clarify whether this effect captures other characteristics such as unobserved skills of the children and differences in parental engagement. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 39 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1170477 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131881.2017.1421476 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 17 Subjects: – SubjectFull: Racial Bias Type: general – SubjectFull: Ethnic Groups Type: general – SubjectFull: Social Bias Type: general – SubjectFull: Immigrants Type: general – SubjectFull: School Readiness Type: general – SubjectFull: Kindergarten Type: general – SubjectFull: Preschool Teachers Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Parent Attitudes Type: general – SubjectFull: Interviews Type: general – SubjectFull: Interpersonal Competence Type: general – SubjectFull: Language Skills Type: general – SubjectFull: German Type: general – SubjectFull: Nonverbal Ability Type: general – SubjectFull: Cognitive Ability Type: general – SubjectFull: Mathematics Skills Type: general – SubjectFull: Parent Background Type: general – SubjectFull: Educational Attainment Type: general – SubjectFull: Hypothesis Testing Type: general – SubjectFull: Longitudinal Studies Type: general – SubjectFull: Statistical Analysis Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Children Type: general – SubjectFull: Intelligence Tests Type: general – SubjectFull: Germany Type: general – SubjectFull: Turkey Type: general – SubjectFull: Kaufman Assessment Battery for Children Type: general Titles: – TitleFull: Does Ethnic Bias Affect Kindergarten Teachers' School Entry Recommendations? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Becker, Birgit – PersonEntity: Name: NameFull: Tuppat, Julia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 0013-1881 Numbering: – Type: volume Value: 60 – Type: issue Value: 1 Titles: – TitleFull: Educational Research Type: main |
| ResultId | 1 |
