Classroom, media and church : explaining the achievement differences in civic knowledge in the bilingual school system of Estonia

Põder, Kaire; Lauri, Triin

Classroom, media and church : explaining the achievement differences in civic knowledge in the bilingual school system of Estonia

Dateien

Põder_-2-150s52hk0pryg2pdf.pdfGröße: 2 MBDownloads: 138

Datum

2021

Autor:innen

Põder, Kaire

Lauri, Triin

Open Access-Veröffentlichung

Open Access Gold

Sammlungen

Politik- und Verwaltungswissenschaft

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Large-scale Assessments in Education. Springer. 2021, 9(1), 3. eISSN 2196-0739. Available under: doi: 10.1186/s40536-021-00096-3

Zusammenfassung

This study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Estonian and Russian language schools in parallel. While Estonian language school students are ranked very high in international comparisons, there is a significant difference between the achievement of Estonian and Russian language school students. We claim that this minority achievement gap in the performance of civic and citizenship knowledge is in addition to family background characteristics explained by behavioral and attitudinal factors that are moderated by the school language. Behavioral and attitudinal independent variables that we consider relevant in our analysis are classroom climate, trust in various media channels, and students’ beliefs in the influence of religion. We rely on hierarchical modeling to capture the embedded data and aim to explain how the different layers (school- and student level) interact and impact civic knowledge. We show that an open classroom is beneficial to students and part of the gap can be explained by Russian school students’ lower involvement in such practices. The strength of the belief in the influence of religion, on the contrary, is hurting students, despite that the negative effect is smaller for minority students there is a higher aggregate negative effect of it and therefore it also contributes to the minority achievement gap. Media trust indicators explain the gap marginally while the high trust of social media hurts students’ civic knowledge scores–still more Russian school students trust social media more than Estonian school students.

Fachgebiet (DDC)

320 Politik

Schlagwörter

Minority achievement gap, Bilingual school system, Hierarchical modelling, Multivariate imputations, Russian-language schools, ICCS

Zitieren

ISO 690

PÕDER, Kaire, Triin LAURI, 2021. Classroom, media and church : explaining the achievement differences in civic knowledge in the bilingual school system of Estonia. In: Large-scale Assessments in Education. Springer. 2021, 9(1), 3. eISSN 2196-0739. Available under: doi: 10.1186/s40536-021-00096-3

BibTex

@article{Poder2021-12Class-54208,
  year={2021},
  doi={10.1186/s40536-021-00096-3},
  title={Classroom, media and church : explaining the achievement differences in civic knowledge in the bilingual school system of Estonia},
  number={1},
  volume={9},
  journal={Large-scale Assessments in Education},
  author={Põder, Kaire and Lauri, Triin},
  note={Article Number: 3}
}

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