scholarly journals Bildungsungleichheit und Grundschulempfehlung beim Übergang auf das Gymnasium: Eine Dekomposition primärer und sekundärer Herkunftseffekte / Educational Inequality and Teacher Recommendations at the Transition to Upper Secondary School: A Decomposition of Primary and Secondary Effects of Social Origin

2010 ◽  
Vol 39 (3) ◽  
Author(s):  
Martin Neugebauer
Keyword(s):  
Secondary School ◽  
Educational Inequality ◽  
Upper Secondary School ◽  
Secondary Effects ◽  
Social Origin ◽  
Upper Secondary ◽  
Primary And Secondary Effects ◽  
Teacher Recommendations ◽  
Primäre Und Sekundäre Effekte

ZusammenfassungIn Anlehnung an die klassische Arbeit von Boudon (1974) gibt es zwei Ursachenkomplexe für soziale Bildungsungleichheit: primäre Effekte, die sich im Zusammenhang von sozialer Herkunft und Schulleistungen ausdrücken, und sekundäre Effekte, die schichtspezifische Übergangsneigungen widerspiegeln, selbst bei gleichen schulischen Leistungen. Die Abschätzung der relativen Bedeutung von primären und sekundären Effekten ist das Ziel einer wachsenden Anzahl internationaler Beiträge. Die vorliegende Untersuchung möchte hierzu einen Beitrag leisten, indem sie erstens die relative Bedeutung der Effekte am Übergang auf das Gymnasium in Deutschland abschätzt und zweitens untersucht, inwieweit die bundeslandspezifische Ausgestaltung der Grundschulempfehlung die relative Bedeutung von primären zu sekundären Effekten beeinflusst. Mit bundesweiten Längsschnittdaten des DJI Kinderpanels der Jahre 2002 bis 2005 lassen sich primäre und sekundäre Effekte durch eine neue kontrafaktische Dekompositionsanalyse zerlegen. Es wird gezeigt, dass sekundäre Effekte 59 Prozent der Bildungsungleichheit am Übergang auf das Gymnasium ausmachen. Besonders bedeutsam sind sie bei Kindern im mittleren Notenbereich. Weiterhin finden sich Hinweise, dass der relative Erklärungsbeitrag von sekundären Effekten größer ist, wenn Eltern frei entscheiden können und geringer, wenn die elterliche Wahlfreiheit durch eine verbindliche Grundschulempfehlung eingeschränkt wird. Theoretische und bildungspolitische Konsequenzen werden diskutiert.

scholarly journals Those who leave and those who stay - features of internationally mobile vs. domestic students

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Elisabeth Hovdhaugen ◽  
Jannecke Wiers-Jenssen
Keyword(s):  
Secondary School ◽  
Study Data ◽  
Positive Contribution ◽  
Upper Secondary School ◽  
Social Origin ◽  
Domestic Students ◽  
Subject Field ◽  
Mobile Students ◽  
Select Group ◽  
Upper Secondary

In this paper we investigated how internationally mobile students diverge from domestic students regarding social origin, grades obtained at upper secondary school and motivation to study. Data from two comparable surveys were used, one relating to students abroad and one relating to domestic students. Results showed that on average, mobile students were of higher social origin than domestic students, but this did not apply across all fields. In some subject fields, mobile students had higher grades than domestic students, while they were lower in other. Mobile students clearly demonstrated higher motivation than domestic students, even when controlling for subject field and background variables. In sum, we found that mobile students constitute a select group in several ways, most prominently regarding study motivation. This suggests that mobile students potentially represent a positive contribution to the learning environment in more ways than just bringing diversity in cultural background.

Social Class and Educational Attainment: A Comparative Study of England, Wales, and Scotland

2007 ◽  
Vol 80 (4) ◽  
pp. 330-358 ◽  
Author(s):  
Lindsay Paterson ◽  
Cristina Iannelli
Keyword(s):  
Secondary School ◽  
Educational Attainment ◽  
Initial Phase ◽  
Linear Inequality ◽  
Upper Secondary School ◽  
Social Origin ◽  
Policy Changes ◽  
Upper Secondary ◽  
Country Differences ◽  
Changes Over Time

This article examines variations among England, Wales, and Scotland in the association between social origin and educational attainment and the role that different national educational policies may have played in shaping these variations. The findings show that country variation in the association between origins and attainment was mostly or entirely due to variations in overall levels of attainment. Moreover, inequality was the highest where the proportions attaining a particular threshold were the highest—upper secondary school or higher in Scotland. The authors propose a refinement of Raftery and Hout's theory of maximally maintained inequality that takes into account that the trajectory of inequality is not linear: inequality can widen in the initial phase of expanding opportunity, en route to an eventual contraction, because the most advantaged groups are the first to exploit any new opportunities that policy changes offer. The results show that country differences in educational policy have not yielded different changes over time in the association between origin and educational attainment.

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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