Classroom composition and language skills: the role of school class and friend characteristics


Dollmann, Jörg ; Rudolphi, Frida


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DOI: https://doi.org/10.1080/01425692.2020.1799754
URL: https://madoc.bib.uni-mannheim.de/58699
Additional URL: https://www.tandfonline.com/doi/full/10.1080/01425...
URN: urn:nbn:de:bsz:180-madoc-586996
Document Type: Article
Year of publication: 2020
The title of a journal, publication series: British Journal of Sociology of Education : BJSE
Volume: 41
Issue number: 8
Page range: 1200-1217
Place of publication: Abingdon
Publishing house: Routledge, Taylor & Francis
ISSN: 0142-5692 , 1465-3346
Publication language: English
Institution: Außerfakultäre Einrichtungen > Mannheim Centre for European Social Research - Research Department A
Pre-existing license: Creative Commons Attribution 4.0 International (CC BY 4.0)
Subject: 300 Social sciences, sociology, anthropology
Abstract: The present study addresses the question to what extent language skills among students are influenced by the composition of the overall classroom context and the composition of friendship networks within school classes. Furthermore, we ask whether the effects differ between stratified school systems, with a more homogenous student body in school classes, and comprehensive school systems, with a more heterogeneous student body. Focusing only on classroom characteristics, we find positive effects of the socioeconomic and cognitive overall composition of the school class in Germany’s selective school system, but not in Sweden’s comprehensive system. In contrast, the ethnic composition does not matter significantly in any of the systems, while direct peer interactions, captured with social networks measures targeting friends in a school class, matter slightly more in Sweden’s comprehensive school system.

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