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• Determinants of informal learning activities for childrenKatrin Wolf, Yvonne Anders, Ryanne Francot & Paul Leseman

• How family background characteristics and migration history affecthome learning environment of Turkish children in the UKPinar Kolancali & ISOTIS WP2 team

• Factors related to perceived discrimination and life satisfaction amonglow-income, non-immigrant mothers in seven European countriesKatharina Erekey-Stevens, Julian Gardner & Jacqueline Barnes

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Determinants of informal home learning activities for children of four groups of disadvantaged families

Katrin M. Wolf1, Yvonne Anders1, Ryanne Francot2, Paul Leseman2, & ISOTIS research team

1Freie Universität Berlin, Germany; 2Utrecht University, The Netherlands

UTRECHT – NOVEMBER 28, 2019

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Background

Ø Educational chances of children substantially depend on their family origin (Skopek et al., 2017)

Ø SES gaps arise very early & later competence disparities are mainly caused by these early gaps (Passaretta & Skopek, 2018)

Ø home learning environment (HLE) constitutes most influential developmental context for children (e.g., Melhuish, Phan, Sylva, Sammons, Siraj-Blatchford & Taggart, 2008)

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Bronfenbrenner's Bioecological Model

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Ø Personal development results from the recurrent interactions of a person with his or her immediate environment across the entire lifespan

Ø Proximal processes in a person’s microsystems are the drivers of development

(Bronfenbrenner, 1981)

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Home learning environment

5(Kluczniok, Lehrl, Kuger & Roßbach, 2013)

structures(e.g. income, educational

level, family size)

educationalbeliefs

(e.g. aspirations)processes

(e.g. parent-childinteraction and activities)

childdevelopment

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Family Investment Model

6(e.g., Mayer, 1997)

Family income

Investments in Goods and

Services

Children‘soutcomes

Healthy diet

Housing qualityTrips out tomuseums

Music lessons, sport clubs,

extracurricular activities

Books andeducational

resources, extra tuition

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Research questions

Ø Which family characteristics and neighbourhood characteristics correlate with the frequency of informal learning activities in the home of children from disadvantaged families?

Ø Are there differential associations across different groups of families and countries?

Ø Does countries’ family support policy relate incrementally to the family processes in the home?

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ISOTIS• Inclusive Education and Social Support to Tackle Inequalities

in Society.Greek word ʾισότηϛ (“eesótis”), which means equality, evenness, fairness

• Main purpose: To improve the contribution of (early) education systems and support services to the main goal of inclusiveness and equity.

• Collaborative project: 11 countries, 17 partners

• January 2017 – December 2019, EU Horizon2020 framework 8

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Structured parent interviewNative low-SES Turkish Maghrebian Roma

Czech Republic 123 - - 117England 92 117 - -Germany 90 134 - -Greece 81 - - 92France - - 137 -Italy 99 - 142 -Netherlands - 115 144 -Poland 109 - - -Portugal 117 - - 123

∑ 711 366 423 332

- Only parents with a young child (3-6 years)

- N = 1.832

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ProceduresComputer Assisted Personal Interview (CAPI)

Interviewers with multiple language and cultural backgroundsQuestionnaire available in 12 languages (incl. Turkish and Standard-Arabic)

Diverse recruitment strategies: ECEC centers and primary schools, community centers, organizations, keypersons, own network etc.

Parents received incentive for their participation (gift voucher, participation in lottery, etc.)

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Measures Family characteristics

Ø Family employment (both unemployed, one earner, dual earner; Broekhuizen, Ereky-Stevens, Wolf, & Moser, 2018, p.27)

Ø Material deprivation (range 0-13; Guio, Marlier, Gordon, Fahmy, Nandy, & Pomati, 2016)

Ø Family educational background (low-middle-high; Broekhuizen, Ereky-Stevens, Wolf, & Moser, 2018, p.27)

Ø Parenting self-efficacy (5 items, range 1-5, Broekhuizen et al, 2018, p.66)

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Measures Neighbourhood

Ø Perceived neighbourhood quality (3 items, range 1-4, Broekhuizen et al., 2018, p. 39)

Ø Level of diversity in neighbourhood/proportion of people with another background (1 item, range 1-5, Broekhuizen et al., 2018, p. 60f)

Ø Amount of intergroup interaction in neighbourhood (1 item, range 1-4, Broekhuizen et al., 2018, p. 61)

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Measures Country characteristic: Policy on family allowances

Ø OECD.Stat (https://stats.oecd.org/)

Ø Cash benefits – family allowances in % of GDP (2014)

• e.g., child benefits, support for low-income families with children, allowance forsingle parents

• Data online available on country level (UK data used for England)

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Measures

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0,751,98

0,790,54

1,130,42

0,620,21

0,39

0,00 0,50 1,00 1,50 2,00 2,50

Czech RepublicEngland

GermanyGreeceFrance

ItalyNetherlands

PolandPortugal

Family allowances in % of GDP

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Measures Frequency of reading activities with the child

Ø scale construction: Wolf, Francot, Broekhuizen, Leseman, & Anders, 2018

Ø a=.93

How often does an adult in the home … with the child?

• read or narrate a picture book • read a story book • read a book on a topic of interest

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Analyses

Ø regression analyses for investigating predictors of reading activities frequency

Ø multi-group regression analyses for investigating differences across groups and countries

Ø Mplus, with MLR

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Descriptives (M/SD and frequency in %)

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Turkish Maghrebian Roma Low-SESMaterialdeprivation(0-13)

1.5 (2.0) 2.7 (2.4) 6.6 (3.4) 4.0 (3.2)

Unemployed 15.3% 19.12% 61.6% 32.8%

Low educationalbackground

15.1% 38.8% 74.6% 27.4%

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Descriptives (M/SD and frequency in %)

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Turkish Maghrebian Roma Low-SESMaterialdeprivation(0-13)

1.5 (2.0) 2.7 (2.4) 6.6 (3.4) 4.0 (3.2)

Unemployed 15.3% 19.12% 61.6% 32.8%

Low educationalbackground

15.1% 38.8% 74.6% 27.4%

Reading activities 4.8 (1.1) 3.8 (1.4) 3.3 (1.6) 4.4 (1.4)

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Model 1: Family characteristics

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activities β (SE) pEmployment .03 (.03) .21

Material deprivation -.22 (.03) .00Educational background

.24 (.02) .00

Parental self-efficacy .07 (.02) .00R²=.16

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Model 1: Family characteristics

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activities β (SE) p Country β-range TG β-rangeEmployment .03 (.03) .21 -.10 (PL) - .20 (IT) -.07 (M) - .15 (R)

Material deprivation -.22 (.03) .00 -.32 (GR) - .10 (DE) -.24 (M) - .00 (T)Educational background

.24 (.02) .00 -.11 (FR) - .36 (GR) .08 (M) - .38 (T)

Parental self-efficacy .07 (.02) .00 -.20 (FR) - .23 (PL) .03 (N) - .17 (T)R²=.16 .06 (EN) - .40 (GR) .08 (M) - .24 (T)

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Model 2: Family and neighbourhood characteristics

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activities β (SE) pEmployment .04 (.03) .16

Material deprivation -.21 (.03) .00Educational background

.25 (.02) .00

Parental self-efficacy .07 (.02) .00Neighbourhood quality .00 (.02) .97Neighb. Diversity -.03 (.02) .17Intercultural contact .08 (.02) .00

R²=.17

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Model 2: Family and neighbourhood characteristics

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activities β (SE) p Country β-range TG β-rangeEmployment .04 (.03) .16

Material deprivation -.21 (.03) .00Educational background

.25 (.02) .00

Parental self-efficacy .07 (.02) .00Neighbourhood quality .00 (.02) .97 -.18 (GR) - .06 (PO) -.07 (M) - .05 (N)Neighb. Diversity -.03 (.02) .17 -.15 (IT) - .62 (PL) -.22 (M) - .17 (T)Intercultural contact .08 (.02) .00 .00 (EN) - .29 (GR) .05 (T) - .24 (R)

R²=.17 .06 (EN) - .57 (GR) .12 (M) - .24 (T)

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Intraclass Correlation for reading activities

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- across countries: ICC = 0.155

Ø substantial variation in the frequency of reading activities across countries

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Model 3: Incremental meaning of family policy

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activities β (SE) p β (SE) pEmployment .04 (.03) .16 .05 (.04) .22

Material deprivation -.21 (.03) .00 -.19 (.04) .00Educational background .25 (.02) .00 .23 (.04) .00Parental self-efficacy .07 (.02) .00 .07 (.03) .01Neighbourhood quality .00 (.02) .97 .00 (.03) .96Neighb. Diversity -.03 (.02) .17 -.07 (.06) .25Intercultural contact .08 (.02) .00 .09 (.04) .03Family cash benefits .16 (.08) .04

R²=.17 R²=.17

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Summary

Ø both structural family characteristics and parents’ orientations relate to informal learning activities with the child; family’s educational background most important

Ø characteristics of neighbourhood also important for some countries and groups

Ø e.g., amount of intercultural contact turned out to relate significantly to frequency of reading activities, especially for families with Roma background

Ø family policy indicator corresponds to small effect size, but not to incremental amount of variance explained

Ø Substantial variation across groups and countries, partly opposed relationships 25

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Conclusions

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Ø Need for studying country- and group-related determinants and influencing factors for deriving adequate intervention and policy recommendations in line with specific demands

Ø Encouraging parents in their parenting role by family support programs

Ø Fostering social integration of disadvantaged families, e.g., by creating intercultural meeting opportunities in preschools, schools, family centers

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Countries Institute Data-collection coordinatorsCzech Republic

Masarykova Univerzita Lenka Kissová, Zuzana Lenhartová, Jana Obrovská, Ladislav Zilcher

England University of Oxford Edward Melhuish, Katharina Ereky-Stevens, Pinar Kolancali

France University Paris-Est Créteil Aude Faugeron, Jérôme MbiationgGermany Freie Universität Berlin Katrin Wolf, Hande Erdem, Beyhan Ertanir,

Yvonne AndersGreece Hellenic Open University Konstantinos Petrogiannis, Ioanna StratakiItaly University of Milano-Bicocca Sophie Sarcinelli, Cecilia RubioloNetherlands Universiteit Utrecht Melissa Be, Martine BroekhuizenPoland Uniwersytet Warszawski Olga Wysłowska, Kamilla WichrowskaPortugal Instituto Universitário de

LisboaInês Ferreira, Cecília Aguiar

Thank you for your attention

www.isotis.orgkatrin.wolf@fu-berlin.de

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Thank you for your attention

www.isotis.orgkatrin.wolf@fu-berlin.de

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