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41 records from EconBiz based on author Name
1. Language lesson learned : foreign-origin teachers and their effect on students' language skills
Höckel, Lisa Sofie;2024
Type: Aufsatz in Zeitschrift; Article in journal;
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Link 2. Starting off on the right foot : language learning classes and the educational success of immigrant children
abstractThis study is the first empirical analysis to identify the causal effect of a separate preparatory language learning class on the academic success of newly immigrated primary school-aged children in comparison to their direct integration into regular classrooms. Employing unique administrative panel data from the German federal state Hamburg between 2013 and 2019, we use the quasi-random allocation of refugee children to neighborhoods and therewith schools to measure the effect of the two educational integration models on standardized test scores and the probability of attending an academic track in secondary school. Our results show that primary school-aged refugees who visit a preparatory class perform significantly worse in standardized test scores in fifth grade. The negative effect is particularly strong for Math and German. They further have a slightly lower probability to attend the academic track. Overall, our results indicate that integrating newly immigrated children directly into regular classrooms fosters their academic achievement more than schooling them first in preparatory classes with a focus on language learning.
Höckel, Lisa Sofie; Schilling, Pia;2022
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
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Link Link Link 3. Language lesson learned—foreign-origin teachers and their effect on students’ language skills
Höckel, Lisa Sofie;2024
Type: Article;
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Link 4. Improving employment and social cohesion among refugee and host communities through TVET: evidence from an impact assessment in Ethiopia
Getachew, Abis; Höckel, Lisa Sofie; Kuhnt, Jana; Muhumad, Abdirahman A.; von Schiller, Armin;2023
Type: Research Report;
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Link 5. ለስደተኞች እና ለስደተኛ ተቀባይ ማህበረሰቦች የስራ እድል እና ማህበራዊ ትስስርን ለማሻሻል የቴክኒክና ሙያ ስልጠና (TVET) ያለው ሚና
Getachew, Abis; Höckel, Lisa Sofie; Kuhnt, Jana; Muhumad, Abdirahman A.; von Schiller, Armin;2023
Type: Research Report;
Availability:
Link 6. Improving employment and social cohesion among refugee and host communities through TVET : evidence from an impact assessment in Ethiopia
abstractIn pursuit of employment opportunities and increased productivity, governments and donors have the highest ambitions for technical and vocational education and training (TVET) systems. Most prominently, TVET is expected to facilitate access to employment and a qualified workforce by offering its graduates skills that the labour market demands. Beyond its employment impacts, TVET supporters also anticipate that it will improve societal outcomes such as inclusion, gender equality and social cohesion. Access to the labour market plays an essential role in allowing displaced populations to sustain their livelihoods and to foster socio-economic integration. Long-term displacement situations and a decline in resettlement opportunities have spurred the quest for local integration in countries of first asylum. It is in this context that TVET has gained additional salience in the past decade. Does TVET live up to these promises? Overall, systematic empirical evidence on the impact of TVET is limited and often inconsistent. In terms of employment and income, evidence suggests that there is a small positive effect, but time plays an important factor. Often, impacts are only seen in the medium- to long-term, and in general, programmes tend to work better for the long-term unemployed. Evidence of societal effects is even more limited; there is a large gap of knowledge on the potential social cohesion impacts of TVET. Given the amount of funding and the high expectations found in the policy discourse, it is essential to better understand if and how TVET measures contribute to achieving their self-declared goals. In this brief, we present the results of an accompanying research study of an inclusive TVET programme implemented by the German development cooperation organisation Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) in Ethiopia. In this programme, host and refugee participants are jointly trained, with the explicit goals of fostering social cohesion and improving employment opportunities. The results indicate that while the social cohesion effect seems remarkable on several dimensions, the income and employment effect is at best weak and materialises only for specific groups of individuals. Qualitative and quantitative evidence supports the validity of the approach to achieve social cohesion. More than design or implementation problems, the lack of stronger employment effects appears to be driven by structural context conditions like limited labour market absorption capacity, legal work permission constraints, gender barriers and similar hindering factors. We derive the following main recommendations from the analysis: TVET measures need a careful context analysis (including labour market capacities, legal work barriers) to ensure that the necessary conditions for TVET to succeed are in place. This is particularly relevant in terms of employment effects, which appear to be elusive.Inclusive TVET measures seem to be an effective tool to improve social cohesion. However, if social cohesion effects are valued not just as an “add-on” to employment effects but as primary goals, the question arises if alternative interventions might be more efficient. This question is particularly salient given the modest evidence regarding employment and income effects.The evidence base of the impact of (inclusive) TVET programmes needs to be expanded. Knowledge gaps that need to be closed include TVET’s impact on displaced populations, its potential societal effects, differential gender effects, and medium- to long-term employment and income effects.
Getachew, Abis; Höckel, Lisa Sofie; Kuhnt, Jana; Muhumad, Abdirahman A.; Schiller, Armin von;2023
Type: Graue Literatur; Non-commercial literature;
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Link Link 7. The intergenerational transmission of gender role attitudes: evidence from immigrant mothers-in-law
abstractPrevious literature has shown that attitudes and preferences are intergenerationally transmitted from parents to their children. We contribute to this literature by analyzing whether gender role attitudes are also transmitted across cultural boundaries, i.e., from immigrants to natives. Focusing on mixed couples, we examine whether the gender role attitudes of foreign-born mothers-in-law can explain the fertility and labor supply decisions of native US women. Our results reveal that women's labor market participation is significantly positively related to the gender role attitudes in her mother-in-law's country of origin. Employing a new identification strategy, we show that this finding is due to the intergenerational transmission of gender norms rather than other unobservable characteristics of the mother-in-law's country of origin. These results suggest that the cultural values held in their source country do not only influence the behavior of immigrants and their descendants, but can also affect the labor force participation of native women. We do, however, not find evidence that intergenerationally transmitted gender role attitudes affect the fertility behavior of native women.
Bredtmann, Julia; Höckel, Lisa Sofie; Otten, Sebastian;2020
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
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Link Link 8. Speaking the same language : the effect of foreign origin teachers on students' language skills
abstractThis study investigates whether foreign origin teachers causally affect their students language skills in secondary school. Exploring within-student variation in assignment to teachers, I find that teachers who are immigrants or descendants of immigrants significantly increase the reading comprehension of students. The effect is strongest for foreign origin students and can partly be explained by a role model effect. The positive effect of bilingual foreign origin teachers is particularly large. They significantly increase reading comprehension for native and foreign origin students. Given their own experience in language learning, bilingual teachers seem exceptionally well-equipped in teaching languages to both native and foreign origin students.
Höckel, Lisa Sofie;2020
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
Availability:
Link Link Link 9. Speaking the same language : the effect of foreign origin teachers on students' language skills
abstractPopulation diversity arising from international migration does not only affect the labor market, but also its training ground – the classroom. While the economics literature studies the large and persistent achievement gap between native and foreign origin students, surprisingly little is known about the effect of having a foreign origin teacher on students’ academic achievements. In this study, I investigate whether having a foreign origin teacher causally affects the language skills of students in German secondary school, holding constant both observed and unobserved factors related to academic outcomes. Exploring within-student variation in assignment to teachers, due to student mobility and teacher turnover, I am the first to show that foreign origin teachers significantly increase the reading comprehension of students. Most notable is the positive effect of foreign origin teachers who report a mother tongue other than German. They increase reading comprehension scores universally. Ruling out alternative explanations, I argue that bilingual teachers are particularly well-equipped in teaching languages to both native and foreign origin students.
Höckel, Lisa Sofie;2019
Type: Konferenzbeitrag; Conference paper; Graue Literatur; Non-commercial literature;
Availability: Link
10. Starting off on the right foot: Language learning classes and the educational success of immigrant children
Höckel, Lisa Sofie; Schilling, Pia;2022
Type: Working Paper;
Availability:
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