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2021-08-11Zeitschriftenartikel DOI: 10.18452/23561
Time Spent on School-Related Activities at Home During the Pandemic: A Longitudinal Analysis of Social Group Inequality Among Secondary School Students
dc.contributor.authorZinn, Sabine
dc.contributor.authorBayer, Michael
dc.date.accessioned2021-10-15T10:02:34Z
dc.date.available2021-10-15T10:02:34Z
dc.date.issued2021-08-11none
dc.date.updated2021-09-09T04:38:17Z
dc.identifier.urihttp://edoc.hu-berlin.de/18452/24217
dc.description.abstractSubstantial educational inequalities have been documented in Germany for decades. In this article, we examine whether educational inequalities among children have increased or remained the same since the school closures of spring 2020 due to the COVID-19 pandemic. Our perspective is longitudinal: We compare the amount of time children in secondary schools spent on school-related activities at home before the pandemic, during school closures, and immediately after returning to in-person learning. We operationalize family socio-economic status using the highest parental educational attainment. Based on the theoretical assumption that the pandemic affected everyone equally, we formulate a hypothesis of equalization during the first period of school closures. For the period thereafter, however, we assume that parents with a low level of education had more difficulties bearing the additional burden of supervising and supporting their children’s learning activities. Thus, for that period, we postulate an increase in educational inequality. To study our hypotheses, we use data from the 2019 wave of the SOEP and the SOEP-CoV study, both of which are probability samples. The SOEP-CoV study provides a unique database, as it was conducted during the lockdown of spring 2020 and in the following month. For statistical analysis, we use probit regressions at three measurement points (in 2019, in 2020 during the school closures, and in the month after closures). The comparison of these three time points makes our analysis and findings unique in the research on education during the COVID-19 pandemic, in particular with regard to Germany-wide comparisons. Our results confirm the hypothesis of equalization during the first school closures and the hypothesis of an increase in educational in the subsequent period. Our findings have direct policy implications regarding the need to further expand support systems for children.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjecteducational inequalitieseng
dc.subjectschool closureseng
dc.subjectlearning timeeng
dc.subjectsecondary-age childreneng
dc.subjectparental educationeng
dc.subject.ddc150 Psychologienone
dc.titleTime Spent on School-Related Activities at Home During the Pandemic: A Longitudinal Analysis of Social Group Inequality Among Secondary School Studentsnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/24217-0
dc.identifier.doihttp://dx.doi.org/10.18452/23561
dc.type.versionpublishedVersionnone
local.edoc.pages10none
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
dc.description.versionPeer Reviewednone
dc.identifier.eissn1664-1078
dcterms.bibliographicCitation.doi10.3389/fpsyg.2021.705107none
dcterms.bibliographicCitation.journaltitleFrontiers in psychologynone
dcterms.bibliographicCitation.volume12none
dcterms.bibliographicCitation.articlenumber705107none
dcterms.bibliographicCitation.originalpublishernameFrontiers Research Foundationnone
dcterms.bibliographicCitation.originalpublisherplaceLausannenone
bua.import.affiliationZinn, Sabine; 1Socio-Economic Panel (SOEP), German Institute for Economic Research (DIW), Berlin, Germanynone
bua.import.affiliationBayer, Michael; 3Leibniz Institute for Educational Trajectories (LIfBi), Bamberg, Germanynone
bua.departmentKultur-, Sozial- und Bildungswissenschaftliche Fakultätnone

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