Der demografische Match zwischen Schüler*innen und Lehrer*innenmerkmalen: Geschlecht, sozialer Status, Migrationshintergrund – wer profitiert am meisten?

Kleen, Hannah; Baumann, Tobias; Glock, Sabine

doi:10.1007/978-3-658-37262-0_10

Hannah Kleen²,
Tobias Baumann³ &
Sabine Glock³

4390 Accesses

Zusammenfassung

Die Übereinstimmung von Lehrer*innen- und Schüler*innenmerkmalen (demografischer Match) wird häufig als potenzielle Ressource diskutiert, die Benachteiligungen im Bildungssystem entgegenwirken könnte. Demnach würden Schüler*innen davon profitieren, von Lehrkräften unterrichtet zu werden, die in zentralen demografischen Merkmalen wie Geschlecht, Migrationshintergrund oder sozialer Herkunft mit ihnen übereinstimmen. Sie sollten dabei sowohl hinsichtlich der Leistung als auch der Interaktion im Klassenraum profitieren. Dieser Beitrag beleuchtet den aktuellen Forschungsstand dazu, ob Schüler*innen von einem demografischen Match bezüglich des Geschlechts, Migrationshintergrunds und der sozialen Herkunft profitieren. Hinsichtlich des Migrationshintergrunds liegt solide Evidenz für eine solche positive Wirkung zumindest für einige Gruppen vor. Die Forschungslage zu Geschlecht und sozialer Herkunft ist hingegen weniger eindeutig und basiert zudem auf weniger Studien, wobei die vorhandenen Befunde hier gegen eine starke Auswirkung des Matches sprechen. Die Konsequenzen und Forschungslücken werden diskutiert.

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Notes

1.
Im Folgenden wird zumeist der Begriff sozialer Status oder ein Synonym wie sozialer Hintergrund oder Sozialgruppe verwendet, da dies sowohl den sozioökonomischen Status, als auch den Bildungshintergrund einschließt. Bei der Darstellung spezifischer Befunde wird der jeweilige Indikator gegebenenfalls genauer benannt.
2.
Im Folgenden wird der Begriff „ethnische Minderheit“ verwendet, da dabei ebenfalls schwarze Personen in den USA eingeschlossen sind und der Begriff somit alle Gruppen repräsentiert.

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DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main, Hessen, Deutschland
Hannah Kleen
Institut für Bildungsforschung in der School of Education, Bergische Universität Wuppertal, Wuppertal, Nordrhein-Westfalen, Deutschland
Tobias Baumann & Sabine Glock

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Hannah Kleen
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Tobias Baumann
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Sabine Glock
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Institut für Bildungsforschung in der School of Education, Bergische Universität Wuppertal, Wuppertal, Nordrhein-Westfalen, Deutschland
Sabine Glock

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Kleen, H., Baumann, T., Glock, S. (2022). Der demografische Match zwischen Schüler*innen und Lehrer*innenmerkmalen: Geschlecht, sozialer Status, Migrationshintergrund – wer profitiert am meisten?. In: Glock, S. (eds) Stereotype in der Schule II. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-37262-0_10

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DOI: https://doi.org/10.1007/978-3-658-37262-0_10
Published: 22 October 2022
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