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Kindheit und Jugend in Lateinamerika

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Handbuch Kindheits- und Jugendforschung

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Zusammenfassung

Der Beitrag gibt einen Überblick über die sozialen und wirtschaftlichen Lebensbedingungen von Kindern und Jugendlichen in Mittel- und Südamerika und beleuchtet insbesondere die Bereiche Gesundheit, Fertilität und Sexualität sowie Bildung und Erziehung aus der Perspektive der aktuellen Kindheits- und Jugendforschung in Lateinamerika. Wird die Lebenslage junger Menschen ausschließlich auf Grundlage aggregierter Länderindikatoren beurteilt, erscheint diese im globalen Vergleich überdurchschnittlich. Ein fokussierter Blick auf konkrete Forschungsergebnisse zeigt jedoch, dass die Region von großer sozialer Ungleichheit zwischen einzelnen Ländern wie auch innerhalb dieser geprägt ist. Viele der positiven Entwicklungen der letzten Jahre erreichen oft nur die sozioökonomisch bessergestellte urbane Bevölkerung. Zugleich treten – nicht zuletzt verstärkt durch die Globalisierung – neue Problemlagen wie Bildungsprivatisierung und Übergewicht zutage.

Der Beitrag kommt zu dem Schluss, dass von der insgesamt positiven Entwicklung der Lebenssituation von Kindern und Jugendlichen in Lateinamerika nicht alle Kinder und Jugendlichen im gleichen Maße profitieren: Marginalisierte (soziale) Gruppen werden im Zuge der aktuellen Entwicklungen weiterhin benachteiligt.

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Notes

  1. 1.

    S. auch Abschn. 3

  2. 2.

    Festzuhalten ist zunächst, dass Mittel- und Südamerika sich in 33 unabhängige Staaten gliedert.3 Während die Welt im nordamerikanischen Verständnis in sieben Kontinente4 geteilt ist, gehen wir – wie im europäischen Raum üblich – davon aus, dass Nord- und Südamerika nicht je einen eigenen Kontinent darstellen, sondern Teil eines einheitlichen – Nord-, Mittel- und Südamerika umfassenden – amerikanischen Kontinents sind. Dies hat zur Folge, dass z. B. Mexiko Gegenstand des Beitrags ist, während es nach landläufigen US-amerikanischen Vorstellungen zu Nordamerika gehören würde.

  3. 3.

    Vgl. hierzu auch die einschlägigen Landkarten unter http://www.lib.utexas.edu/maps; es gibt acht weitere nicht unabhängige Staaten (Aruba, Aguilla, Bermuda, Britische Jungferninseln, Cayman Inseln, Montserrat, Niederländische Antillen, Turks und Caicos Inseln).

  4. 4.

    Vgl. https://www.nationalgeographic.org/encyclopedia/continent/.

  5. 5.

    Soziale Ungleichheit: Palma Ratio (UNDP 2019). GDP: Wir nutzen GDP in US Dollar pro Kopf (World Bank 2019d), weil die Kaufkraftparitäten für Entwicklungsländer nur bedingt vertrauenswürdig sind. Für Venezuela ist der letzte verfügbar Wert (GDP pc US$) von 2014. Wirtschaftswachstum: Für Somalia existiert nur ein Wert (1990), für Island gibt es Daten erst ab 1997, für Slowenien ab 1996 (World Bank 2019e). Kinderanteil: Die Angaben für Dominica wurden selbst berechnet aus der Anzahl der Personen im Alter von 14 Jahren und jünger (UNESCO 2019g) geteilt durch die Gesamtbevölkerung (UNESCO 2019i), alle weiteren Angaben entstammen aus World Bank 2019h. Kindersterblichkeit: World Bank 2019f,g. Kindersterblichkeitsrang: Wurde aus UNICEF 2019 per Hand berechnet. Primarschulbesuch: UNICEF 2017a. Übergewicht: WHO 2019b. Untergewicht: WHO 2019c.

  6. 6.

    Werte für 18 der 33 Lateinamerikanischen und 37 von 48 Ländern in Subsahara-Afrika.

  7. 7.

    Berechnung der Mittelwerte auf Grundlage von 15 Ländern (Costa Rica, Honduras, Argentinien, Brasilien, El Salvador, Panama, Paraguay, Peru, Dominikanische Republik, Bolivien, Kolumbien, Ekuador, Mexico, Chile, Uruguay), da für diese mindestens 15 Datenpunkte zwischen 1990 und 2017 vorliegen.

  8. 8.

    Für die Berechnung der Two-Step-Clusteranalyse (QUICK CLUSTER in SPSS) wurde das Bruttoinlandsprodukt logarithmiert und alle Daten wurden z-standardisiert.

  9. 9.

    Die 2010 erschienene zweite Auflage dieses Handbuchs berücksichtigte die Forschung bis 2007.

  10. 10.

    Wenn nicht anders gekennzeichnet, stammen alle Daten aus Kap. 3.1 von UNICEF 2017b.

  11. 11.

    WHO 2019d

  12. 12.

    World Bank 2019a

  13. 13.

    World Bank 2019b

  14. 14.

    World Bank 2019c

  15. 15.

    WHO 2019a

  16. 16.

    UNICEF 2017b

  17. 17.

    WHO 2019a

  18. 18.

    UNICEF 2017b

  19. 19.

    UNESCO 2019a

  20. 20.

    UNESCO 2019h

  21. 21.

    Die Schulpflicht wird entweder am Alter oder an den absolvierten Schuljahren festgemacht und variiert innerhalb der Region von 6 Schuljahren (Guatemala) oder 11 Altersjahren (Haiti) bis zu 14 Schuljahren inklusive 2 Vorschuljahren (Argentinien).

  22. 22.

    Der Prozentwert weicht von dem in Abschn. 2 genannten Wert ab, da die hier präsentierten Daten für das Jahr 2017 von UNESCO 2019e weniger Länder abdecken. Werte für den Sekundarschulbereich aus UNESCO 2019d, 2019f.

  23. 23.

    UNESCO 2019c

  24. 24.

    Aus der Region Lateinamerika nehmen zehn Länder an PISA teil: Argentinien, Brasilien, Chile, Kolumbien, Costa Rica, die Dominikanische Republik, Mexico, Peru, Trinidad und Tobago sowie Uruguay.

  25. 25.

    Informelle Bildungsprogramme umfassten Gemeinschaftsschulen, Gemeinschaftsentwicklung und grundlegende Bildung sowie technische Ausbildungen und vieles mehr. Sie war oft eng an sozialen Bewegungen geknüpft und hatte die Bildung der breiten Masse über z. B. Bildungsprogramme im Radio zum Ziel (im Gegensatz zur eher jungen Zielgruppe formeller Bildung).

  26. 26.

    UNESCO 2019b

  27. 27.

    Eine Ausnahme zur Regel bildet z. B. die Studie von Neidhöfer et al. 2018, die auf Grundlage von repräsentativen Stichproben mehrere Kulturen im Längsschnitt vergleicht.

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Danksagung

Dieses Kapitel wurde im Rahmen des Grundlagenforschungsprogramms der National Research University Higher School of Economics erarbeitet.

Wir danken Christian Schneickert für wertvolle Kommentare und Hinweise im Schreibprozess und Marcus Gercke für seine Unterstützung bei der Datenrecherche.

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Authors and Affiliations

  1. Institut für Gesellschaftswissenschaften, Otto-von-Guericke-Universität Magdeburg, Magdeburg, Deutschland

    Stephanie Hess & Leonie C. Steckermeier

  2. Bremen International Graduate School of Social Sciences (BIGSSS), Jacobs University Bremen, Bremen, Deutschland

    Klaus Boehnke

  3. Center for Sociocultural Research, National Research University Higher School of Economics, Moscow, Russian Federation

    Klaus Boehnke

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  1. Stephanie Hess
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  2. Leonie C. Steckermeier
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  1. Martin-Luther-Universität Halle, Halle (Saale), Deutschland

    Heinz-Hermann Krüger

  2. Martin-Luther-Universität Halle, Halle (Saale), Deutschland

    Cathleen Grunert

  3. Martin-Luther-Universität Halle, Halle (Saale), Deutschland

    Katja Ludwig

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Hess, S., Steckermeier, L.C., Boehnke, K. (2021). Kindheit und Jugend in Lateinamerika. In: Krüger, HH., Grunert, C., Ludwig, K. (eds) Handbuch Kindheits- und Jugendforschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-24801-7_20-1

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