Melanie Olczyk
Datos Biográficos
| ID | 267253 |
|---|---|
| NOMBRE | Melanie Olczyk |
| NOMBRES | Melanie |
| APELLIDO | Olczyk |
| FIRMA | OLCZYK M |
| AFILIACIONES | Martin Luther University Halle-Wittenberg |
| ORCID | 0000-0001-5320-9076 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Understanding educational aspirations and expectations among refugee adolescents in Germany
Educational aspirations and expectations are important indicators of individuals’ educational and occupational trajectories. While existing research highlights the role of social background and migration-related factors, less is known about how these processes operate among refugees and the extent to which refugee-specific conditions matter. This study contributes to closing these gaps by drawing on data from the ReGES study ( N = 2300), which su…
Educational Expectations in the Context of Migration and Institutions
This study examines how institutionalized performance signals, namely teacher recommendations and grades, are associated with parental expectations at the end of primary school in Germany. We investigate whether these associations vary by families’ immigrant background and refugee status as well as across institutional settings that differentially regulate educational transitions. Analyses drew on data from the IQB-Bildungstrend 2021. Linear prob…
Academic achievement of refugee students at the end of primary school in Germany
To date, little is known about refugee children’s academic achievement in primary education in Germany. This study addressed this gap and examined achievement differences for refugee children compared to their peers with and without an immigrant background, as well as associated conditions at individual, family, and teacher levels. We analysed data from the “IQB Trends in Student Achievement 2021”. Multilevel analyses indicated that refugee child…
Social and Migration-Related Inequalities at the Transition from Primary to Lower Secondary Education in Germany
The German school system is characterised by early tracking and a high level of differentiation and stratification, leading to diverse educational pathways associated with differing qualifications and career opportunities. In this context, knowledge of the education system should be crucial for strategically navigating the educational process. This study examined how knowledge gaps among social groups contribute to social and migration-related in…
Socioeconomic Status and Well-being in Elementary School
High realistic aspirations - Do normative pressures overthrow rational calculations? Applying the model of frame selection to the educational aspirations of immigrant and majority students in Germany
Educational aspirations are of interest to scholars in several disciplines. They can affect multiple aspects of educational success and have been shown to differ between major social groups. Explanations for educational aspirations typically link to two main models of aspiration formation: the Wisconsin model (WM) and rational choice theory (RCT). Whereas the WM highlights significant others' educational norms, RCT cites cost-benefit calculations…
The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school
There is substantial variation in the degree of social stratification in students' achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents' education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l'Evaluation de la Prospective et de la Performance panel, the Germa…
Teacher judgements, student social background, and student progress in primary school
This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three lar…
Inequalities in Resources for Preschool-Age Children by Parental Education
This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parent…
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
We examined whether inaccurate teacher judgements of primary school student achievement correlate with students' gender and whether such bias contributes to gender achievement gaps in language and mathematics. Our study used ex-post harmonised longitudinal data from England, Germany, and the US. We observed domain-specific teacher judgement bias with a positive bias for girls in the language domain and for boys in mathematics. Furthermore, biased…
Number of books at home as an indicator of socioeconomic status
The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children’s books and number of ebooks) for explaining students’ academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of the source of information (i.e., whether information is given by parents or children). Based on cross-…
Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany
Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the developm…
The role of energy balance related behaviors in socioeconomic inequalities in childhood body mass index
Socioeconomic inequalities in childhood Body Mass Index (BMI) are becoming increasingly more pronounced across the world. Although countries differ in the direction and strength of these inequalities, cross-national comparative research on this topic is rare. This paper draws on harmonized longitudinal cohort data from four wealthy countries-Germany, the Netherlands, the United Kingdom (UK), and the United States (US)-to 1) map cross-country diff…
Migranten und ihre Nachkommen im deutschen Bildungssystem
Identifying Immigrants and Their Descendants in the National Educational Panel Study
Number of books at home as an indicator of socioeconomic status
The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children’s books and number of ebooks) for explaining students’ academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of the source of information (i.e., whether information is given by parents or children). Based on cross-…
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
We examined whether inaccurate teacher judgements of primary school student achievement correlate with students' gender and whether such bias contributes to gender achievement gaps in language and mathematics. Our study used ex-post harmonised longitudinal data from England, Germany, and the US. We observed domain-specific teacher judgement bias with a positive bias for girls in the language domain and for boys in mathematics. Furthermore, biased…
Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany
Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the developm…
The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school
There is substantial variation in the degree of social stratification in students' achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents' education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l'Evaluation de la Prospective et de la Performance panel, the Germa…
Inequalities in Resources for Preschool-Age Children by Parental Education
This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parent…
Socioeconomic Status and Well-being in Elementary School
High realistic aspirations - Do normative pressures overthrow rational calculations? Applying the model of frame selection to the educational aspirations of immigrant and majority students in Germany
Educational aspirations are of interest to scholars in several disciplines. They can affect multiple aspects of educational success and have been shown to differ between major social groups. Explanations for educational aspirations typically link to two main models of aspiration formation: the Wisconsin model (WM) and rational choice theory (RCT). Whereas the WM highlights significant others' educational norms, RCT cites cost-benefit calculations…
Migranten und ihre Nachkommen im deutschen Bildungssystem
Identifying Immigrants and Their Descendants in the National Educational Panel Study
Number of books at home as an indicator of socioeconomic status
The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children’s books and number of ebooks) for explaining students’ academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of the source of information (i.e., whether information is given by parents or children). Based on cross-…
Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany
Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the developm…
The role of energy balance related behaviors in socioeconomic inequalities in childhood body mass index
Socioeconomic inequalities in childhood Body Mass Index (BMI) are becoming increasingly more pronounced across the world. Although countries differ in the direction and strength of these inequalities, cross-national comparative research on this topic is rare. This paper draws on harmonized longitudinal cohort data from four wealthy countries-Germany, the Netherlands, the United Kingdom (UK), and the United States (US)-to 1) map cross-country diff…
Teacher judgements, student social background, and student progress in primary school
This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three lar…
Inequalities in Resources for Preschool-Age Children by Parental Education
This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parent…
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
We examined whether inaccurate teacher judgements of primary school student achievement correlate with students' gender and whether such bias contributes to gender achievement gaps in language and mathematics. Our study used ex-post harmonised longitudinal data from England, Germany, and the US. We observed domain-specific teacher judgement bias with a positive bias for girls in the language domain and for boys in mathematics. Furthermore, biased…
High realistic aspirations - Do normative pressures overthrow rational calculations? Applying the model of frame selection to the educational aspirations of immigrant and majority students in Germany
Educational aspirations are of interest to scholars in several disciplines. They can affect multiple aspects of educational success and have been shown to differ between major social groups. Explanations for educational aspirations typically link to two main models of aspiration formation: the Wisconsin model (WM) and rational choice theory (RCT). Whereas the WM highlights significant others' educational norms, RCT cites cost-benefit calculations…
The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school
There is substantial variation in the degree of social stratification in students' achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents' education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l'Evaluation de la Prospective et de la Performance panel, the Germa…
Academic achievement of refugee students at the end of primary school in Germany
To date, little is known about refugee children’s academic achievement in primary education in Germany. This study addressed this gap and examined achievement differences for refugee children compared to their peers with and without an immigrant background, as well as associated conditions at individual, family, and teacher levels. We analysed data from the “IQB Trends in Student Achievement 2021”. Multilevel analyses indicated that refugee child…
Social and Migration-Related Inequalities at the Transition from Primary to Lower Secondary Education in Germany
The German school system is characterised by early tracking and a high level of differentiation and stratification, leading to diverse educational pathways associated with differing qualifications and career opportunities. In this context, knowledge of the education system should be crucial for strategically navigating the educational process. This study examined how knowledge gaps among social groups contribute to social and migration-related in…
Socioeconomic Status and Well-being in Elementary School
Understanding educational aspirations and expectations among refugee adolescents in Germany
Educational aspirations and expectations are important indicators of individuals’ educational and occupational trajectories. While existing research highlights the role of social background and migration-related factors, less is known about how these processes operate among refugees and the extent to which refugee-specific conditions matter. This study contributes to closing these gaps by drawing on data from the ReGES study ( N = 2300), which su…
Educational Expectations in the Context of Migration and Institutions
This study examines how institutionalized performance signals, namely teacher recommendations and grades, are associated with parental expectations at the end of primary school in Germany. We investigate whether these associations vary by families’ immigrant background and refugee status as well as across institutional settings that differentially regulate educational transitions. Analyses drew on data from the IQB-Bildungstrend 2021. Linear prob…
Political science (9 obras) · Psychology (9 obras) · Sociology (8 obras) · Demography (7 obras) · School Choice and Performance (6 obras) · Demographic economics (5 obras) · Demography (5 obras) · Early Childhood Education and Development (5 obras) · German (5 obras) · Inequality (5 obras)