Aileen Edele
Dados Biográficos
| ID | 367746 |
|---|---|
| NOME | Aileen Edele |
| PRENOMES | Aileen |
| SOBRENOME | Edele |
| ASSINATURA | EDELE A |
| AFILIAÇÕES | Humboldt-Universität zu Berlin |
| ORCID | 0000-0002-9173-5138 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 71 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Discipline gaps in German schools? A video study on teacher-based discrimination [Registered report - stage I]
Studies based on teachers’ self-reports often find that teachers use different disciplinary practices towards students from minoritized ethnic-racial groups and of low socioeconomic status (SES) than towards their peers. However, these studies do not investigate actual student and teacher behaviour or underlying mechanisms. It is also unclear whether the results stemming mostly from US-based studies can be transferred to contexts outside the US. …
Perceived discrimination of students from minoritized ethnic groups in Germany
Although numerous studies corroborated that perceived discrimination is a developmental risk factor for students from minoritized ethnic groups, less is known about conditions contributing to feelings of ethnic discrimination of adolescents, particularly in contexts outside the U.S. Based on a nationwide dataset, we investigate conditions of perceived discrimination among students from minoritized ethnic groups in Germany. We distinguish several …
Competent bilingualism of primary school children in Germany
This preregistered study examined learning conditions associated with becoming competent bilingual in two bilingual samples of primary school children in Germany. Using NEPS data, we analyzed 200 Russian-German and 135 Turkish-German second graders based on their competences in German (the majority language) and Russian or Turkish (the minority languages). Latent profile analyses identified two profiles in the Russian-German sample (Average Balan…
The Role of Perceived School Diversity Climate in the School Involvement of Ethnically and Racially Minoritized Parents in Germany and the United Kingdom
This cross‐sectional online survey considered how school diversity climate and parental involvement are related for ethnically or racially minoritized and majoritized parents of school‐aged children ( N = 1074) in the United Kingdom and Germany. Cross‐group comparisons showed that parents in the United Kingdom reported more multicultural and assimilative, and less discriminatory school climates than parents in Germany. Across countries, minoritiz…
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…
Ethnic diversity fosters the social integration of refugee students
Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refuge…
The role of different school organizational models in the psychological adaptation of refugee adolescents
Given the high number of refugee children and adolescents around the globe, it is critical to determine conditions that foster their adaptation in the receiving country. This study investigated the psychological adaptation of recently arrived adolescent refugees in Germany. We focused on whether psychological adaptation reflects the organizational approach taken by the school that refugee adolescents initially attended. School is an important con…
Warum gibt es in Ostdeutschland weniger einwanderungsbezogene Bildungsungleichheit? Bedingungen der Bildungsbeteiligung und Lesekompetenz von Heranwachsenden mit Einwanderungsgeschichte in Ost- und We…
Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der soz…
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment
Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with imm…
School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity
Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended scho…
The Education of Migrants and Their Children Across the Life Course
Is Integration Always most Adaptive? The Role of Cultural Identity in Academic Achievement and in Psychological Adaptation of Immigrant Students in Germany
Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungserfolg
Language Proficiency and the Integration of Immigrant Students in the Education System
The integration of immigrant students in the education system is an important concern in most countries around the world. Several lines of research on this issue focus on the role of language, often distinguishing between students' family language, typically referred to as first language ( L1 ), and the school language, typically referred to as second language ( L2 ). Past research has clearly shown that immigrant students' level of proficiency i…
Why bother with testing? The validity of immigrants' self-assessed language proficiency
Is Integration Always most Adaptive? The Role of Cultural Identity in Academic Achievement and in Psychological Adaptation of Immigrant Students in Germany
Why bother with testing? The validity of immigrants' self-assessed language proficiency
Ethnic diversity fosters the social integration of refugee students
Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refuge…
School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity
Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended scho…
The Role of Perceived School Diversity Climate in the School Involvement of Ethnically and Racially Minoritized Parents in Germany and the United Kingdom
This cross‐sectional online survey considered how school diversity climate and parental involvement are related for ethnically or racially minoritized and majoritized parents of school‐aged children ( N = 1074) in the United Kingdom and Germany. Cross‐group comparisons showed that parents in the United Kingdom reported more multicultural and assimilative, and less discriminatory school climates than parents in Germany. Across countries, minoritiz…
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment
Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with imm…
Warum gibt es in Ostdeutschland weniger einwanderungsbezogene Bildungsungleichheit? Bedingungen der Bildungsbeteiligung und Lesekompetenz von Heranwachsenden mit Einwanderungsgeschichte in Ost- und We…
Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der soz…
Why bother with testing? The validity of immigrants' self-assessed language proficiency
Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungserfolg
Language Proficiency and the Integration of Immigrant Students in the Education System
The integration of immigrant students in the education system is an important concern in most countries around the world. Several lines of research on this issue focus on the role of language, often distinguishing between students' family language, typically referred to as first language ( L1 ), and the school language, typically referred to as second language ( L2 ). Past research has clearly shown that immigrant students' level of proficiency i…
Is Integration Always most Adaptive? The Role of Cultural Identity in Academic Achievement and in Psychological Adaptation of Immigrant Students in Germany
The Education of Migrants and Their Children Across the Life Course
School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity
Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended scho…
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment
Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with imm…
The role of different school organizational models in the psychological adaptation of refugee adolescents
Given the high number of refugee children and adolescents around the globe, it is critical to determine conditions that foster their adaptation in the receiving country. This study investigated the psychological adaptation of recently arrived adolescent refugees in Germany. We focused on whether psychological adaptation reflects the organizational approach taken by the school that refugee adolescents initially attended. School is an important con…
Warum gibt es in Ostdeutschland weniger einwanderungsbezogene Bildungsungleichheit? Bedingungen der Bildungsbeteiligung und Lesekompetenz von Heranwachsenden mit Einwanderungsgeschichte in Ost- und We…
Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der soz…
Ethnic diversity fosters the social integration of refugee students
Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refuge…
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…
Discipline gaps in German schools? A video study on teacher-based discrimination [Registered report - stage I]
Studies based on teachers’ self-reports often find that teachers use different disciplinary practices towards students from minoritized ethnic-racial groups and of low socioeconomic status (SES) than towards their peers. However, these studies do not investigate actual student and teacher behaviour or underlying mechanisms. It is also unclear whether the results stemming mostly from US-based studies can be transferred to contexts outside the US. …
Perceived discrimination of students from minoritized ethnic groups in Germany
Although numerous studies corroborated that perceived discrimination is a developmental risk factor for students from minoritized ethnic groups, less is known about conditions contributing to feelings of ethnic discrimination of adolescents, particularly in contexts outside the U.S. Based on a nationwide dataset, we investigate conditions of perceived discrimination among students from minoritized ethnic groups in Germany. We distinguish several …
Competent bilingualism of primary school children in Germany
This preregistered study examined learning conditions associated with becoming competent bilingual in two bilingual samples of primary school children in Germany. Using NEPS data, we analyzed 200 Russian-German and 135 Turkish-German second graders based on their competences in German (the majority language) and Russian or Turkish (the minority languages). Latent profile analyses identified two profiles in the Russian-German sample (Average Balan…
The Role of Perceived School Diversity Climate in the School Involvement of Ethnically and Racially Minoritized Parents in Germany and the United Kingdom
This cross‐sectional online survey considered how school diversity climate and parental involvement are related for ethnically or racially minoritized and majoritized parents of school‐aged children ( N = 1074) in the United Kingdom and Germany. Cross‐group comparisons showed that parents in the United Kingdom reported more multicultural and assimilative, and less discriminatory school climates than parents in Germany. Across countries, minoritiz…
Political science (8 obras) · Psychology (8 obras) · Immigration (7 obras) · Education and experiences of immigrants and refugees (5 obras) · Ethnic group (5 obras) · Social Psychology (5 obras) · Academic achievement (4 obras) · Geography (4 obras) · German (4 obras) · Mathematics education (4 obras)