New DFG funded project: Educational Inequality and Social Context

Educational opportunities in Germany remain unevenly distributed. On average, students from families with low socioeconomic status and a immigrant background tend to perform less well in school and are less likely to earn higher educational qualifications. However, previous research has typically examined these factors separately rather than as interrelated determinants of educational outcomes.

The new research project „Immigrant and social background in education – a quantitative analysis of their interplay“ (ISBE), funded by the German Research Foundation (DFG), addresses this issue. The project aims to comprehensively examine the interplay of various social factors, such as social and immigrant background, family circumstances, and gender. Migration-related experiences—such as country of origin or length of stay in Germany—vary widely and interact in complex ways with a family’s social background. Parental expectations, learning support, and knowledge of the education system also play a central role in the educational pathways of children and adolescents.

Methodologically, it brings together and simultaneously analyzes numerous datasets from the educational context. This allows for the inclusion of data on up to 300,000 students. In addition to academic performance, the analyses also take into account motivation, socio-emotional factors, as well as educational transitions and credentials.

The goal of the project is to gain a nuanced understanding of educational inequalities and thereby establish a solid foundation for targeted measures to promote equal opportunities.

Further information: Project website