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The development of key linguistic abilities is essential for young children and their academic success at school, in particular for children with a migration background who are at a greater risk of developing language deficits. Here, family interactions can provide valuable opportunities to support children's linguistic learning within the Home Literacy Environment (HLE). Although the importance of the HLE for children's language acquisition has often been investigated, research has not focused on specific facets of the HLE and other influencing factors that may be associated with early linguistic abilities such as television exposure (TE). A sample of 190 preschool children (Mage= 63.58 months, SDage = 4.42) was used to analyse the associations of the facets of the HLE and TE with children's early linguistic abilities, namely phonological awareness (PA), vocabulary, and letter knowledge. In particular, this study aims to understand the role of the HLE facets and TE as potential mediators between migration background and children's early linguistic abilities, when controlling for socioeconomical status (SES), children's sex and age. The findings indicate that the association between migration background and children's early linguistic abilities was fully mediated by all four facets of the HLE and by TE. Consequently, these mediators may be good targets for intervention and the support of preschool children's linguistic development. [ABSTRACT FROM AUTHOR]

Purpose: More than a quarter of the German population has a migration background (MB). As various studies in the healthcare sector have already shown, ethnic background and migration status can have an influence on individual patient care. The aim of our study was to evaluate whether there are differences in utilization of out of pocket health-care services and the consultation situation in the context of prenatal care, taking into account migration status, acculturation and socio-demographic aspects. Methods: In the period from 01.03.21–01.03.22, a total of 511 women in childbed at the University Women's Hospital Ulm were interviewed in a retrospective survey using a standardized questionnaire translated into 9 languages and asked about their prenatal care. Due to the COVID pandemic, the study had to be terminated after one year. Results: Women with MB—particularly 1st generation migrant women—used significantly fewer out of pocket prenatal care services (p < 0.001) and felt less informed and counselled regarding costs and benefits of possible prenatal care examinations (p < 0.001) compared to women without MB. Consistent with these results, there were associations between the assimilation index (AI) of patients with MB and both utilization and perception of individual healthcare services. Conclusion: Our study indicates that even today there are still differences in the treatment and perception of various health services in the context of prenatal care between women with and those without MB. [ABSTRACT FROM AUTHOR]

Developmental changes in functional neural networks are sensitive to environmental influences. This EEG study investigated how infant brain responses relate to the social context that their families live in. Event-related potentials of 255 healthy, awake infants between six and fourteen months were measured during a passive auditory oddball paradigm. Infants were presented with 200 standard tones and 48 randomly distributed deviants. All infants are part of a longitudinal study focusing on families with socioeconomic and/or cultural challenges (Bremen Initiative to Foster Early Childhood Development; BRISE; Germany). As part of their familial socioeconomic status (SES), parental level of education and infant's migration background were assessed with questionnaires. For 30.6% of the infants both parents had a low level of education (≤10 years of schooling) and for 43.1% of the infants at least one parent was born abroad. The N2–P3a complex is associated with unintentional directing of attention to deviant stimuli and was analysed in frontocentral brain regions. Age was utilised as a control variable. Our results show that tone deviations in infants trigger an immature N2–P3a complex. Contrary to studies with older children or adults, the N2 amplitude was more positive for deviants than for standards. This may be related to an immature superposition of the N2 with the P3a. For infants whose parents had no high-school degree and were born abroad, this tendency was increased, indicating that facing multiple challenges as a young family impacts on the infant's early neural development. As such, attending to unexpected stimulus changes may be important for early learning processes. Variations of the infant N2–P3a complex may, thus, relate to early changes in attentional capacity and learning experiences due to familial challenges. This points towards the importance of early prevention programs. [ABSTRACT FROM AUTHOR]

This study examines how different migration backgrounds-non-migrants, newly-arrived migrants, first-generation migrants, and second-generation migrants-affect the mental and social wellbeing of adolescents. Data from two cross-sectional surveys in 2022 in Flanders, Belgium, included 17,639 adolescents (52% boys; aged 11–19). We analysed the association between migration background and four outcomes: depression symptoms (WHO-5 Wellbeing Index), and general-, social-, and emotional-loneliness (Revised UCLA Loneliness Scale), whilst accounting for age and sex differences. Our findings indicate that migration background significantly influences all four outcomes. Newly-arrived migrants showed the highest likelihood of experiencing depression (OR = 2.08) and loneliness (general OR = 2.12; social OR = 2.32; emotional OR = 2.89), when compared to their non-migrant peers. Similarly, non-newcomer first-generation and second-generation migrants also faced a higher risk of depression and loneliness compared to non-migrants. This study highlights the persistent challenges that migration poses for adolescents’ social and mental wellbeing, and the extreme vulnerability of newly-arrived migrants.

'Migration background' has been an official category of population statistics in Germany since 2006 and has become an integral part of knowledge production about Germany as an immigration country. However, 'migration background' is not only a way of constructing 'migrant' and 'native' populations; it is also employed as a marker of ethnic inequality and often differentiated into subgroups to stand for national links or ethnic descent. I reflect on these observations as utterances of methodological nationalism inscribed into data practices and (non)knowledge production in migration research. I link them to ideas about statactivism (Bruno et al. 2014. "Statactivism." Partezipatione & Conflitto 7 (2): 198–220) as a means of intervention. I give some examples of how I have tried to destabilize the usual (non)knowledge production in migration research and reflect on the possibilities for individual researchers to do so. My ethnographic analysis is based on a close reading of national statistical reports, fieldwork in statistical offices, participatory observations in workshops, informal and formal interviews, and my own involvement in (non)knowledge production. [ABSTRACT FROM AUTHOR]

Past research has indicated that students with a migration background are graded worse than those without a migration background, despite them showing the same level of academic performance. Negative implicit associations of teachers associated with these student characteristics could explain these findings. Objective assessment criteria, such as error tables, provide user-independent rules for the interpretation of results and could therefore help to ensure that the influence of student characteristics on assessment is reduced. To test this hypothesis, 157 pre-service teachers assessed a dictation. Two aspects were varied: the presentation of an error table for assessment and the name of the student who had written the dictation (with vs. without a supposed Turkish migration background). An implicit association test measured implicit associations of the pre-service teachers toward the performance of Turkish and German people. When no error table was used and the pre-service teachers had negative implicit associations toward the performance of people with a Turkish migration background, they graded students with a migration background worse than students without a migration background. No grading disparities were found when the error table was used. To reduce judgmental bias, the use of objective assessment criteria can therefore be recommended. [ABSTRACT FROM AUTHOR]

Otherness in contemporary cross-cultural management (CCM) studies often emerges from migration and refugee movements, with ensuing integration challenges. In this context, 'difference' is perceived as being more problematic than enriching, and this makes it difficult to contribute to integration via a Positive Organizational Scholarship. Introducing the sociology of conflict, I propose that the success of a positive cross-cultural management engagement with Otherness should not be measured in terms of the degree to which difference is overcome and integrated, but in terms of the degree to which more parties engage more deeply with relevant conflict and friction. Investigating Otherness by means of a sociology of conflict approach thus radically changes the assumptions, research agendas, practices, presumed goals and potential responsibilities of a contemporary cross-cultural management theory and practice: deeper conflict signifies better integration, and assuming otherwise is both unrealistic and mis-fitting. I exemplify this reverse logic, and how to employ it, with a discussion of the 'refugee crisis' and the dynamics of 'migration background' in Germany. Thus reconfigured, integration in Germany emerges as more successful than is commonly believed. [ABSTRACT FROM AUTHOR]

This article offers an original interpretation of Otherness and Foreignness concepts, based on the peculiarities and challenges of intercultural helping relationships. In the social work discourse, the concepts of 'Otherness' and 'Foreignness' are core, often mentioned in a non-relational way adopting legal and administrative logics that involuntarily reproduce one-sided dynamics and borders between insider and outsider, Self and Other, and helper and helpee. The initial conceptual point of the paper is the recognition that each helping relationship starts with a reciprocal state of foreignness in which nobody is a foreigner by definition. Instead, at the beginning, each is foreigner to the other. Otherness, mutual foreignness, and sharing are the defining factors of social work relationships. This theoretical contribution can inspire educators, practitioners, and researchers in stimulating insights, challenging unethical misconceptions, and revisiting personal and societal representations about people from migration background, overcoming barriers for social work practice and education purposes. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to understand which variables influence the triad of Beliefs, Knowledge, and Teaching Methods about linguistically inclusive teaching of in-service content teachers teaching multilingual learners in German Secondary schools. The non-probability sampling method used a questionnaire in four parts with mainly Likert-scale and multiple-choice questions and generated a small sample of 26 participants through an internet-mediated survey. Using IBM® SPSS Spearman’s rho correlational analysis, six variables were identified, and the results showed that the majority of content participants believed that they had a role in language teaching. The importance of changing content teachers' beliefs in their role in developing the academic language of their multilingual learners was confirmed as well as the importance of improving their knowledge in this field by continuous training. 77% of teachers had not had training in the last three years, and 76% felt under-prepared, while more than half of participants had expressed their need for specialised training in teaching multilingual learners. As a next step, a larger-scale quantitative study is proposed to gain representative data, and to develop an in-service teacher training programme. Enabling all teachers to be language teachers would start to level up the educational, and societal opportunities of multilingual learners in German secondary schools.

Abstract To describe migration-related phenomena, we need to reflect on the terminology and choose the most adequate one that allows us to determine whether migration is the (main) cause of a phenomenon, a consequence, or even unrelated and misattributed. We argue that the use of such terminology in quantitative and experimental research is often flawed because of its differentiated adoption in legal, political, or scientific contexts. To illustrate our argument, we focus on two commonly used terms, ‘second generation’ and ‘migration background’ to show that in many situations these terms do not accurately describe the population we study. In part, the terms imply a false homogeneity, focus on deficits, and perpetuate differences regarding national belonging where there may be structural reasons and other aspects, such as social class, that lie at the heart of observed differences. With a particular focus on quantitative research, we use survey evidence and a principled literature search, to show that both researchers and the general population often identify immigrants in terms of ethnic origin — even though the term has its own pitfalls. We conclude that quantitative research should avoid reproducing state-created terminology and instead look beyond the strict field of immigration to consider other systems of classification like gender, ethnicity, language, or social class to reduce the negative attributes ascribed to non-citizens.

To describe migration-related phenomena, we need to reflect on the terminology and choose the most adequate one that allows us to determine whether migration is the (main) cause of a phenomenon, a consequence, or even unrelated and misattributed. We argue that the use of such terminology in quantitative and experimental research is often flawed because of its differentiated adoption in legal, political, or scientific contexts. To illustrate our argument, we focus on two commonly used terms, 'second generation' and 'migration background' to show that in many situations these terms do not accurately describe the population we study. In part, the terms imply a false homogeneity, focus on deficits, and perpetuate differences regarding national belonging where there may be structural reasons and other aspects, such as social class, that lie at the heart of observed differences. With a particular focus on quantitative research, we use survey evidence and a principled literature search, to show that both researchers and the general population often identify immigrants in terms of ethnic origin — even though the term has its own pitfalls. We conclude that quantitative research should avoid reproducing state-created terminology and instead look beyond the strict field of immigration to consider other systems of classification like gender, ethnicity, language, or social class to reduce the negative attributes ascribed to non-citizens. [ABSTRACT FROM AUTHOR]

Minority students' belongingness on campus has become an emergent topic in psychological research. Past research has particularly focused on belonging uncertainty as a potential explanation for impaired belongingness in minority students. While this represents an important perspective, we argue that students of certain minority groups may also be more likely to be confronted with actual ostracism experiences on campus. Using structural equation modelling, we investigated associations between minority status, ostracism, and belongingness in an aggregated sample derived from two longitudinal survey studies (N = 973 students) with two time points (beginning of the first and of the second semester) at a German university. We show that student characteristics that are likely more visible (migration background with family ties to the Middle East, Africa, Southeast Asia, or Latin America) are linked to impaired belongingness both directly as well as indirectly through experiences of ostracism. In contrast, student characteristics that are less visible (such as parental education level) are directly associated with impaired belongingness but not with experiences of ostracism. Furthermore, we found that a migration background from the aforementioned regions indirectly predicted students' well-being, dropout intentions, and actual dropout via the experience of ostracism and subsequent impaired belongingness. For parental education level, we only found indirect effects on students' well-being via impaired belongingness. Our findings suggest that in addition to the existing focus on belonging uncertainty, there is a need to focus psychological research and educational practice on ostracism experiences that ethnic minority students face at university. [ABSTRACT FROM AUTHOR]

Most of the social psychology literature focuses on the difficulties that young people of migrant backgrounds (YMBs) living in Western countries have in negotiating multicultural identities and developing a sense of belonging to two cultures, emphasizing the negative consequences of feeling discriminated against. However, how YMBs who self‐identify as multicultural reconcile their feelings of integration with identity denial and discrimination has been less explored. The purpose of the present study was to examine, in a sample of YMBs living in Italy, how they reconcile their multicultural identities and perceptions of integration with feelings of rejection by segments of Italian society. Twenty‐five young adults (mean age: 24.5; SD = 4.1; Female (F) = 13) from different ethnic backgrounds participated in semistructured interviews. The results highlighted the protective role of bicultural identification in the identity of YMBs, expressed in the tendency to avoid recognizing oneself in the image of the 'migrant' and instead to promote that of a multicultural individual who is not different from other fellow citizens. This goal was achieved at the interpersonal and intrapersonal levels by adopting cognitive strategies of stigma avoidance such as personal/group discrimination discrepancy and doublethink. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

School grades are among the most common measurements used to analyze equality of outcome in education. Large or increasing 'gaps' in school grades between boys and girls and between students with different migration background are considered strong indicators of inequality. Based on students' school grades, several studies have shown that equality in Swedish schools has decreased during the last two decades. Although equality has been described as one of the most important goals in physical education (PE), studies that focus on equality of outcome are lacking. Moreover, there have been no studies that focus on equality of outcome since the 2011 implementation of a new school grading system in Sweden. Therefore, the aim of this study is to contribute with new knowledge on equality in PE in Sweden – in regard to gender and migration background. The study is based on register data for all students enrolled in Swedish schools during the years 2012–2016 from Grades 6 and 9 and Year 1 in upper secondary school (N = 1,294,990). Based on a cross-sectional approach, analyses were conducted to explore general trends in students' school grades in PE in the study period 2012–2016, and to calculate the percentage difference in PE grades between students with a Swedish background and both students with a foreign background and foreign-born students. After controlling for grade inflation, regression analyses with Wald tests were used to analyze how gender has moderated the relationship between migration background and school grades in PE in Sweden between 2012 and 2016. The results from this study suggest that (a) the intersection of gender and migration background is related to unequal school grades in PE, (b) there are gender equality issues in relation to students' school grades in PE and, (c) the most prominent equality issues concern the group foreign-born girls. [ABSTRACT FROM AUTHOR]

Education is key to the structural integration of immigrants and their children. While research indicates that educational inequalities by migration background are a serious issue, relatively little is known about when, how and why they develop. The current paper adds to the literature by investigating to what extent achievement gaps by migration background develop during the primary school period. Drawing on data from a national longitudinal study of children in Ireland (N = 7577) and using structural equation modelling, it presents a path model of host language achievement. The results indicate that a large part of the disadvantages in English language achievement by migration background during primary school could be attributed to achievement gaps that already existed before school. Moreover, given earlier achievement, the effect of having a migration background was often insignificant or even positive, suggesting that disparities remain relatively stable or even decrease during the period of formal schooling. [ABSTRACT FROM AUTHOR]

Diversity in terms of class, sexual identity and migration background among medical students in high income countries has increased greatly in recent decades. Some research into the experiences of these new groups of doctors has been performed. However, no previous research into the experiences of psychiatry residents specifically, is known. This qualitative study investigates how psychiatry residents, from these minoritized groups, experience their training regarding inclusion. Inclusion is defined as the degree to which one's needs for connection and for being valued in one's uniqueness, is satisfied. In-depth interviews with 16 psychiatry residents were conducted. These interviews were transcribed and coded using MaxQDA software. Initial themes that were constructed, were explored further in subsequent interviews and linked to literature. Finally, the developed themes were ordered in a model conceptualizing inclusion. Participants reported high belongingness within psychiatry training. Their experienced value in uniqueness, however, was generally quite low. Participants reported to experience little interest in and sensitivity for their perspectives and lived experiences from their co-workers. When faced with stigmatization and discrimination, participants reported lack of support from their colleagues. Assimilation was found to be the most frequently used coping strategy in dealing with diversity. Participants seemed to conform to the 'neutral' norm and experienced barriers in expressing themselves. Through this mechanism of assimilation, the added value that participants might bring with their unique knowledge and lived experiences was not used, both in patient care and in creating an inclusive climate within the organization. Moreover, assimilation is associated with psychological strain. [ABSTRACT FROM AUTHOR]

Past research has indicated that students with a migration background are graded worse than those without a migration background, despite them showing the same level of academic performance. Negative implicit associations of teachers associated with these student characteristics could explain these findings. Objective assessment criteria, such as error tables, provide user-independent rules for the interpretation of results and could therefore help to ensure that the influence of student characteristics on assessment is reduced. To test this hypothesis, 157 pre-service teachers assessed a dictation. Two aspects were varied: the presentation of an error table for assessment and the name of the student who had written the dictation (with vs. without a supposed Turkish migration background). An implicit association test measured implicit associations of the pre-service teachers toward the performance of Turkish and German people. When no error table was used and the pre-service teachers had negative implicit associations toward the performance of people with a Turkish migration background, they graded students with a migration background worse than students without a migration background. No grading disparities were found when the error table was used. To reduce judgmental bias, the use of objective assessment criteria can therefore be recommended.

This paper explores the language usage of multilingual teachers and how this relates to their cultural beliefs. A key question is whether multilingual primary school teachers’ experiences of language and cultural diversity relate to cultural beliefs different from those of their monolingual colleagues or from multilingual teachers who do not use their first language in the school context (with students or with parents). Conducting secondary analysis of open access data on primary school teachers from the German National Education Panel Study (NEPS), this question is investigated based on propensity score matching for three subsamples. The results show that only 30% of multilingual teachers regularly use their non-German first language with students; when dealing with parents, this proportion drops even further. Moreover, the potential resource of multilingualism does not appear to result in disparities in the cultural beliefs of primary school teachers. The only difference revealed by the analysis was on the subscale of assimilative cultural beliefs, where multilingual teachers tend to hold weaker pronounced beliefs. Overall, the analysis cannot empirically confirm the expected benefits for multilingual elementary teachers using their first language skills.

Background: According to the definition of the German Federal Statistical Office, about every fourth person living in Germany has a so-called migration background (MB), i.e., the person or at least one of their parents was born without German citizenship. However, MB has been defined differently in many studies. Also, the MB summarises people in different living situations, making differentiated analysis in health science more difficult. This article formulates recommendations for the collection and analysis of migration-related, as well as social and structural, determinants of health. Indicators for capturing relevant determinants of health: As part of the Improving Health Monitoring in Migrant Populations project (IMIRA), the previous approaches to operationalise and measure migration-related determinants were revised based on literature research and exchange formats, such as workshops, meetings, congress contributions, etc. Instead of MB, the country of birth of the respondents and their parents, duration of residence, citizenship(s), residence status, and German language proficiency should be recorded as minimum indicators and analysed as individual variables. Further social and structural determinants, such as socioeconomic position, working and housing conditions, or self-reported discrimination, should be included. Conclusions: In order to describe health inequalities and to specifically identify the needs of people with a history of migration, a mutual and differentiated consideration of migration-related and social determinants of health is essential.

Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children's successful interactions, yet their role in peer social competence among children with and without a migration background is still underexplored. This study investigated the influence of inhibitory control and two domains of social cognition (theory of mind and facial emotion recognition) on children's peer social competence exploring moderation by children's migration background. First graders in Italy (n = 321, M age = 6.4 years, 45% girls, and 39% with a migration background) completed standardized tests, while teachers rated students' peer social competence. The results indicated that immigrant-origin children were perceived as being less socially competent than their non-immigrant counterparts. Among children with a migration background, better inhibitory control and facial emotion recognition skills were linked to increased peer social competence. Following the presentation of these results, we will discuss the implications for both developmental theory and practice. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für erziehungswissenschaftliche Migrationsforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Writing presents considerable challenges to students’ motivation. Yet there is a dearth of studies assessing the role of affect and motivation in writing performance for students with migration backgrounds (MB), who often underachieve in writing. Our study addressed this research gap by investigating the interplay between writing self-efficacy, writing anxiety, and text quality in 208 secondary students with and without MB using Response Surface Analyses. The data showed comparable levels of self-efficacy and, notably, lower writing anxiety levels among students with MB despite lower writing achievements. In the full sample, we observed positive correlations between self-efficacy and text quality and negative correlations between writing anxiety and text quality. When modeling efficacy and anxiety measures and their interplay to predict text quality, self-efficacy measures continued to account for statistically detectable unique variance in text quality, whereas writing anxiety did not. However, students with MB demonstrated differing interplay patterns, with less efficacious students with MB showing positive relations between writing anxiety and text quality. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Overall, adolescents exhibit a high level of confidence in the police. Nevertheless, it is problematic when certain social groups show lower levels of confidence in the police as this can affect police legitimacy. Based on a representative survey of ninth-grade students in Lower Saxony (N = 12,444), conducted in 2019, the current study examines confidence in the police among adolescents with and without a migration background. As well as an examination of the correlation, the study analyses whether the lower rate of confidence in the police among adolescents with a migration background can potentially be explained by them being exposed to a greater share and burden of influencing factors which impact confidence in the police (e.g. police contact, involvement with delinquent peers and neighbourhood characteristics). It is shown that adolescents with a migration background exhibit lower levels of confidence in the police than adolescents without a migration background. Although the correlation decreases upon the inclusion of other factors that influence confidence in the police, this relationship cannot be fully explained by the fact that young people with a migration background are also more burdened by the other determinants. However, the strongest correlations with confidence in the police are found for affinity for violence, friendship with delinquent individuals, police contact, property offenders, fear of crime and incivilities. [ABSTRACT FROM AUTHOR]

This article investigates the role of ethnic and racializing differentiations in recruitment practices of public administrations in a context of demands to employ more staff of immigrant origin. Drawing on a qualitative study of local administrations in Berlin, I show how figures of “(un)suitable candidates” are constructed, in which ethnic/racializing differentiations intersect with gendered and spatial differentiations. This serves both to justify low recruitment numbers and established routines and to showcase openness to diversity.

This study aims to contribute to the growing interest in the consequences of migration for loneliness by investigating the role of generational status across various age groups in countries with differing integration policies and attitudes towards immigrants. Using data from rounds 5, 6 and 7 of the European Social Survey, I conducted logistic multilevel models on a sample of 121,835 respondents aged 18 years and older, residing in 26 countries. Loneliness was assessed based on a single-item item question from the Center for Epidemiologic Studies of Depression scale. The findings suggest that individuals with a migration background are more likely to experience loneliness than those without. Within this group, I found that first-generation immigrants who arrived after the age of 18 are more vulnerable to loneliness than those who arrived earlier, although the latter still reported more loneliness than second-generation immigrants. Furthermore, migration-related inequalities in loneliness were greater among the youngest age group (18–34 years) and in countries with a more positive public stance towards immigrants. In sum, this study highlights the persistent challenges that migration poses for loneliness across generations and age groups, and emphasizes the need to extend research in this area beyond older adults. Moreover, it suggests that promoting a welcoming culture towards immigrants may have unintended consequences for loneliness gaps, but further research is needed to explain this observation. [ABSTRACT FROM AUTHOR]

Employment among mothers has been rising in recent decades, although mothers of young children often work fewer hours than other women do. Parallel to this trend, approval of maternal employment has increased, albeit not evenly across groups. However, differences in attitudes remain unexplored despite their importance for better understanding mothers’ labour market behaviour. Meanwhile, the employment of fathers has remained stable and attitudes towards paternal employment do not differ as much as attitudes towards maternal employment do between socio-economic groups. This paper examines attitudes towards maternal and paternal employment. It focuses on Germany, drawing on data from the German Family Demography Panel Study (FReDA). The survey explicitly asks whether mothers and fathers should be in paid work, work part-time or full-time, presenting respondents with fictional family profiles that vary the youngest child’s age. Unlike previous studies, the analysis compares the views of respondents with different origins: West Germany, East Germany, immigrants from different world regions, and second-generation migrants in West Germany. The results highlight remarkable differences between respondents from West and East Germany, with the former group displaying strong approval for part-time employment among mothers and fathers of very young children and the latter group reporting higher approval for full-time employment. Immigrant groups are far from homogenous, holding different attitudes depending on their region of origin. Taken together, the results offer a nuanced picture of attitudes towards maternal and paternal employment. We discuss these findings in relation to labour markets participation in Germany. * This article belongs to a special issue on “Family Research and Demographic Analysis – New Insights from the German Family Demography Panel Study (FReDA)”.

Gender and migration background have received ample attention in stratification research. Yet quantitative studies of inequality in education and on the labour market frequently examine them in isolation rather than from an intersectional perspective. I therefore ask: Do gender and migration background create additive disadvantages (the double jeopardy scenario), or do they interact to create specific inequalities faced by persons with specific combinations of characteristics (the intersectional perspective)? Results from two studies show that there is little variation in gender gaps by migration background in the domain of education across 9 countries, whereas gender gaps in labour market outcomes in Germany vary substantially across migrant groups and generations.

Writing presents considerable challenges to students’ motivation. Yet there is a dearth of studies assessing the role of affect and motivation in writing performance for students with migration backgrounds (MB), who often underachieve in writing. Our study addressed this research gap by investigating the interplay between writing self-efficacy, writing anxiety, and text quality in 208 secondary students with and without MB using Response Surface Analyses. The data showed comparable levels of self-efficacy and, notably, lower writing anxiety levels among students with MB despite lower writing achievements. In the full sample, we observed positive correlations between self-efficacy and text quality and negative correlations between writing anxiety and text quality. When modeling efficacy and anxiety measures and their interplay to predict text quality, self-efficacy measures continued to account for statistically detectable unique variance in text quality, whereas writing anxiety did not. However, students with MB demonstrated differing interplay patterns, with less efficacious students with MB showing positive relations between writing anxiety and text quality.

There are scarce studies on bystanders' responses to racist hate speech. The present study was rooted in the general aggression model to examine the direct and indirect associations between witnessing racist hate speech and bystanders' active defending behaviors. Moreover, we examined if these associations varied as a function of the immigration background of bystanders. The sample included 3,225 7th, 8th, and 9th graders (51.7% girls, 37.2% with an immigrant background) from 40 schools in Switzerland and Germany. A multilevel mediation path model revealed that witnessing racist hate speech negatively predicted bystanders' active defending. It also had indirect associations with bystanders' active defending via low levels of empathy. Finally, associations were not observed in students with an immigrant background. The findings regarding the potential contribution of these results to preventing hate speech in school are discussed. [ABSTRACT FROM AUTHOR]

Employment among mothers has been rising in recent decades, although mothers of young children often work fewer hours than other women do. Parallel to this trend, approval of maternal employment has increased, albeit not evenly across groups. However, differences in attitudes remain unexplored despite their importance for better understanding mothers' labour market behaviour. Meanwhile, the employment of fathers has remained stable and attitudes towards paternal employment do not differ as much as attitudes towards maternal employment do between socio-economic groups. This paper examines attitudes towards maternal and paternal employment. It focuses on Germany, drawing on data from the German Family Demography Panel Study (FReDA). The survey explicitly asks whether mothers and fathers should be in paid work, work part-time or full-time, presenting respondents with fictional family profiles that vary the youngest child's age. Unlike previous studies, the analysis compares the views of respondents with different origins: West Germany, East Germany, immigrants from different world regions, and second-generation migrants in West Germany. The results highlight remarkable differences between respondents from West and East Germany, with the former group displaying strong approval for part-time employment among mothers and fathers of very young children and the latter group reporting higher approval for full-time employment. Immigrant groups are far from homogenous, holding different attitudes depending on their region of origin. Taken together, the results offer a nuanced picture of attitudes towards maternal and paternal employment. We discuss these findings in relation to labour markets participation in Germany. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Diversitätsforschung und -Management is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the language usage of multilingual teachers and how this relates to their cultural beliefs. A key question is whether multilingual primary school teachers' experiences of language and cultural diversity relate to cultural beliefs different from those of their monolingual colleagues or from multilingual teachers who do not use their first language in the school context (with students or with parents). Conducting secondary analysis of open access data on primary school teachers from the German National Education Panel Study (NEPS), this question is investigated based on propensity score matching for three subsamples. The results show that only 30% of multilingual teachers regularly use their non-German first language with students; when dealing with parents, this proportion drops even further. Moreover, the potential resource of multilingualism does not appear to result in disparities in the cultural beliefs of primary school teachers. The only difference revealed by the analysis was on the subscale of assimilative cultural beliefs, where multilingual teachers tend to hold weaker pronounced beliefs. Overall, the analysis cannot empirically confirm the expected benefits for multilingual elementary teachers using their first language skills. [ABSTRACT FROM AUTHOR]

Purpose: While the existence of a healthy migrant effect remains controversial, overweight and obesity are considered a global pandemic. Migrants seem to be affected more often, however most of the few existing studies did not differentiate a first-generation from a second-generation migration background and/or did not control common socio-demographic confounders. This study aims at examining the influence of first- and second-generation migration on body mass index (BMI) and obesity in Germany.Subjects and Methods: We conducted a controlled observational study based on a survey of n = 64,089 participants of the German Socio-Economic-Panel. Missing values were multivariate imputed via chained equations (MICE). The influence of migration on BMI and obesity was assessed by comparing first-generation, second-generation and non-migrants to each other. Pairwise statistical testing was done by t tests and Fisher's exact tests. For the multivariate analysis, OLS and logistic regression models and its coefficients (beta, odds ratio) were used. Targeting multiple testing, Holm-correction was utilized.Results: Within the bivariate analysis, all three group-specific mean BMI-values differ significantly from each other (P < .001). The pairwise differences regarding the obesity risk are also significant (P < .001). Within the multivariate analysis, only second-generation migration reveals an influence on BMI compared to first-generation migration (ß = 0.297; 97.5% CI: 0.127-0.467) and non-migrants (ß = 0.366; 98.33% CI: 0.103-0.628). This is equivalent to its influence on obesity versus first-generation (odds ratios = 1.220; 98.33% CI: 1.045-1.423) and non-migrants (odds ratios = 1.134; 97.5% CI: 1.018-1.262).Conclusions: After controlling socio-demographic confounders, a second-generation migration background but not a first-generation migration background is associated with a higher BMI and obesity. [ABSTRACT FROM AUTHOR]

In today's increasingly diverse societies, a key question is how to foster the structural integration of immigrants and their descendants. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about achievement gaps at younger ages and in relatively new immigration countries. The current study sets out to estimate the size of disparities by migration background at age five (i.e. when they start school) and explores the causes of these gaps. It does so in a context that offers a compelling but under-researched case: the Republic of Ireland. It draws on the Growing Up in Ireland (GUI) data, a national longitudinal study of children in Ireland. The results suggest that some disparities by migration background already existed at the start of primary school, but also that gaps were limited to verbal skills and differed widely across groups. Moreover, social background only played a relatively minor role in explaining the differences, whereas the child's first language was a powerful predictor of disadvantages by migration background in verbal skills. [ABSTRACT FROM AUTHOR]

Copyright of Mens en Maatschappij is the property of Amsterdam University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores whether the association between living in a single-parent household and children's educational outcomes differs by migration background through comparing natives with first- and second-generation migrant pupils from different areas of origin. While there is strong evidence of an educational gap between migrant and native pupils in Western countries—and particularly in Italy—the interaction with family structure has been under-investigated. We suggest that native children have more socioeconomic resources to lose as a consequence of parental breakups, and thus may experience more negative consequences from living in a single-parent household compared to migrant children, who tend to have poorer educational outcomes regardless of family disruptions. Moreover, for migrant children, family disruption could result from parents' migratory project (transnationalism) rather than separation or divorce, thus not necessarily implying parental conflict and a deteriorating family environment. Empirical analyses of data from the ISTAT 'Integration of the Second Generation' survey (2015) show that native Italian pupils from single-parent households in lower secondary schools are more strongly penalised in terms of grades, and less likely to aspire to the most prestigious upper secondary tracks when compared to second- and, especially, first-generation children. Indeed, the latter have been found to experience virtually no negative consequences from parental absence. Contrary to expectations, we found no substantial differences in the non-intact penalty based on the reason for parental absence (transnationalism vs divorce), nor by migrants' area of origin. [ABSTRACT FROM AUTHOR]

Abstract Background Early childhood overweight and obesity is a growing public health concern worldwide. Few recent studies have addressed how time trends varied by sociodemographic characteristics at the regional level using large and high-quality data. This study determines how time trends vary in the prevalence of early childhood overweight and obesity by age, gender, and migration background at the regional level. Methods We used a Kernel-density curve to describe the BMI distribution, and evaluated the trends of overweight and obesity by age, gender, and migration background using logistic regression. Results Mean BMI and the overall prevalence of overweight and obesity increased among preschool children aged 4–6 years in the Rhine-Neckar County and the City of Heidelberg. After adjusting for age, sex, and migration background, trends of overweight significantly increased only among male children in the age 5 year group with migration background (P

This study tries to understand the power of knowledge within collaborative care networks to provide insights for designing successful collaboration within care networks by combining intersectionality and epistemic (in)justice. Becoming an informal carer for someone with an acquired brain injury (ABI) causes a dramatic disruption of daily life. Collaboration between professionals and carers with a migration background may result in unjust and unfair situations within care networks. Carer experiences are shaped by aspects of diversity which are subject to power structures and processes of social (in)justice in care networks. In this study, intersectionality was used to both generate complex in-depth insights into the different active layers of carer experiences and focus on within-group differences. Intersectionality was combined with the theoretical concept of epistemic (in)justice to unravel underlying dynamics in collaborative care networks contributing to the understanding that carers with a migration background are often not seen as 'knowers of reality.' This qualitative study conducted in the Netherlands between 2019 and 2022 incorporated three informal group conversations (N = 32), semi-structured interviews (N = 21), and three dialogue sessions (N = 7) with carers caring for someone with an ABI. A critical friend and a community of practice, with carers, professionals, and care recipients (N = 8), contributed to the analysis. Three interrelated themes were identified as constituting different layers of the carer experience: (a) I need to keep going , focusing on carers' personal experiences and how experiences were related to carers social positioning; (b) the struggle of caring together , showing how expectations of family members towards carers added to carer burden; and (c) trust is a balancing act , centering on how support from professionals shaped carers' experiences, in which trusting professionals' support proved challenging for carers, and how this trust was influenced by contextual factors at organizational and policy levels. Overall, the need for diversity-responsive policies within care organizations is apparent. Carers with a migration background need to feel heard so they can meaningfully tailor care to meet recipients' needs. • This study used an approach combining intersectionality and epistemic (in)justice. • Generating theoretical and practical insight in lived experiences of migrant carers. • Carers face racialization and silencing, impacting their health and wellbeing. • Care organizations should put diversity-response policies into practice. • Dialogue to address discrimination in care networks should be emphasized. [ABSTRACT FROM AUTHOR]

Previous research in the general population shows more potentially inappropriate medications (PIMs) among persons with a migration background compared with persons without a migration background. This study investigated the association between non-Western (nw) migration background (MB) and dementia-specific PIMs in older adults with dementia in the Netherlands. Cohort study using routinely recorded electronic health records and administrative data. Electronic health record data of general practitioners from the NIVEL-Primary Care Database, were linked to registries managed by Statistics Netherlands (2013-2014). A total of 9055 community-dwelling older adults with dementia were included, among whom 294 persons had an nw-MB from Africa, South America, or Asia, based on their country of birth. We determined the presence of dementia-specific PIM prescriptions and compared this between persons with an nw-MB and without an MB, using logistic regression analysis adjusted for follow-up time, age, registered sex, and total number of prescriptions. Interaction effects of potentially relevant covariates were tested. The 3 largest nw-MB groups in the Netherlands were analyzed separately. Dementia-specific PIMs were less frequently prescribed to persons with an nw-MB compared to persons without an MB with a dementia diagnosis [30.6% vs 34.4%, odds ratio (OR) 0.71, 95% CI 0.54-0.92], with especially less often a benzodiazepine prescription in the group with an nw-MB, compared to persons without an MB (15.0% vs 19.3%, OR 0.61, 95% CI 0.43-0.84). Dementia duration, living alone, household income, and degree of urbanization did not influence the associations. Among older adults with dementia in the Netherlands, persons with an nw-MB had less often a dementia-specific PIM prescription compared to persons without an MB. Whether this difference is a reflection of better quality of care, higher professional uncertainty, or less recognition of (mental) health problems in persons with an nw-MB and dementia, needs further investigation. [ABSTRACT FROM AUTHOR]