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Parenting styles and perceived instrumentality of schooling in native, Turkish, and Vietnamese families in Germany

Erziehungsstile und wahrgenommene Instrumentalität von Schulbildung in einheimischen, türkischen und vietnamesischen Familien in Deutschland

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An Erratum to this article was published on 17 July 2015

Abstract

The paper investigates empirically the perceived instrumentality and social costs of schooling, and culture-specific parenting styles in three ethnic groups in Germany. It uses a standardized cross-sectional study with mothers and their children in a 2 × 3 × 4 design: In two receiving contexts (Hamburg and Saxony) with three ethnic groups (families of Turkish, Vietnamese and German origin) and four age groups of children (transition to Kindergarten, to primary school, to lower, and higher secondary school), data were collected from 1523 mother-child-dyads. Cultural differences in parenting styles were identified in the tradition of Baumrind (1978). While an “indulgent” style (high on emotional involvement EI, low on parental control PC) was predominant for the German mothers (43 %), it was “neglectful” (low on EI and PC) for the Turkish mothers (30 %) and “authoritarian” (low on EI and high on PC) for the Vietnamese (54 %). Both migrant groups perceive a higher instrumentality of schooling than native mothers, but perceive also higher social costs, such as alienation in the parent-child relationship. Multivariate analyses reveal that these ethnic differences remain significant, when cultural and social capital, occupational and migration status and acculturation are controlled.

Zusammenfassung

Die wahrgenommene Instrumentalität und sozialen Kosten von schulischer Bildung sowie kulturspezifische Erziehungsstile werden in drei ethnischen Gruppen in Deutschland empirisch analysiert. Hierzu wird eine standardisierte Querschnittserhebung mit Müttern und ihren Kindern in einem 2 × 3 × 4 Design durchgeführt: In zwei Aufnahmekontexten (Hamburg und Sachsen) mit drei ethnischen Gruppen (Familien mit türkischer, vietnamesischer und deutscher Herkunft) und vier Altersgruppen der Kinder (Übergang in den Kindergarten, in die Grundschule, am Anfang und Ende der Sekundarstufe) wurden Daten aus 1523 Mutter-Kind-Dyaden erhoben. Kulturunterschiede in Erziehungsstilen wurden in der Tradition von Baumrind (1978) beschrieben. Während ein „verwöhnender“ Erziehungsstil (hohe emotionale Involviertheit EI, niedrige elterliche Kontrolle EK) bei deutschen Müttern überwog (43 %), war es ein „vernachlässigender“ (niedrige EI und EK) bei den türkischen Müttern (30 %) und ein „autoritärer“ Erziehungsstil (niedrige EI und hohe EK) bei den vietnamesischen Müttern (54 %). Beide Migrantengruppen sehen eine höhere Instrumentalität schulischer Bildung als einheimische Mütter, nehmen aber auch höhere soziale Kosten wahr, wie z. B. eine mögliche Entfremdung in der Eltern-Kind-Beziehung. Multivariate Analysen zeigen, dass diese Unterschiede signifikant bleiben, wenn kulturelles und soziales Kapital, Beschäftigungsstatus, Migrationsbiographie und Akkulturationsverhalten kontrolliert werden.

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Nauck, B., Lotter, V. Parenting styles and perceived instrumentality of schooling in native, Turkish, and Vietnamese families in Germany. Z Erziehungswiss 18, 845–869 (2015). https://doi.org/10.1007/s11618-015-0630-x

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