Do more demanding lower secondary school certificates for minority students pay off? A comparison of VET access between Germany and German-speaking Switzerland

Soziale Welt ◽  
2021 ◽  
Vol 72 (3) ◽  
pp. 313-342
Author(s):  
Richard Nennstiel
Keyword(s):  
Secondary School ◽  
Minority Students ◽  
Lower Secondary School ◽  
Sekundarstufe I ◽  
German Speaking

Dieser Beitrag vergleicht ethnische Nachteile beim Übergang von der Schule in die Berufsbildung zwischen Deutschland und der Deutschschweiz. Diese beiden Länder eignen sich aufgrund ihrer ähnlichen Schulsysteme, der Berufsstruktur und des Berufsbildungssystems für einen Vergleich. Zugleich unterscheiden sie sich bezüglich des gesellschaftlichen Ansehens der weniger anspruchsvollen Sekundarschulzweige. Ich konzentriere mich insbesondere auf die Frage, inwieweit sich dieser Unterschied auf den Signalwert der erworbenen Abschlüsse und damit auf den Übergang von der Schule in die Berufsbildung auswirken. Darüber hinaus betrachte ich die folgenden theoretischen Ansätze zur Erklärung ethnischer Unterschiede: differenzielle Ausstattung mit Humankapital, Theorien zur Diskriminierung und Bildungsaspirationen. Meine Analysen basieren auf zwei Panelstudien: der DAB-Panelstudie für die Deutschschweiz und CILS4EU für Deutschland. Zur Schätzung der Eintrittsquoten in die Berufsbildung berechne ich lineare Mehrebenen-Wahrscheinlichkeitsmodelle (N = 1.682). Meine Ergebnisse deuten darauf hin, dass es länderspezifische Unterschiede bei den Premiums für den Besitz anspruchsvollerer Schulabschlüsse der Sekundarstufe I gibt. In Deutschland profitieren Schüler*innen ohne Migrationshintergrund sehr viel stärker vom Besitz eines Sekundarschulabschlusses mit erweiterten Anforderungen als Schüler*innen mit Migrationshintergrund, während in der Schweiz keine Gruppenunterschiede in den Premiums feststellbar sind.

scholarly journals DACHL-Bilder. Zum Bildmaterial in polnischen DaF-Lehrwerken für das Gymnasium

2018 ◽  
Vol 143 ◽  
pp. 471-488
Author(s):  
Alina Dorota Jarząbek
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Theoretical Background ◽  
Textbook Analysis ◽  
Lower Secondary School ◽  
School Students ◽  
Ideal Image ◽  
Study Results ◽  
German Speaking

Der vorliegende Beitrag informiert über Ergebnisse einer Lehrwerkanalyse, in der Bilder der deutschsprachigen Länder A, CH, L in polnischen DaF-Lehrwerken für das Gymnasium eine zentrale Rolle spielen. Der theoretische Hintergrund wird dabei nur skizziert. Die Untersuchungsergebnisse lassen allgemein feststellen, dass polnische Gymnasialschüler ein ideales Bild der drei Länder präsentiert bekommen, das Postkarten oder Werbung auf touristischen Flyern ähnelt. Kontrastive, kritische oder provokative Bilder der Realität werden in den Lehrwerken völlig ausgelassen.DACHL Images. For visual material in Polish textbooks of German as a foreign language for lower secondary schoolThe article presents the results of a textbook analysis of Polish textbooks of German. The analysis focuses on the images of the German-speaking countries Austria, Switzerland, Liechtenstein. The theoretical background is only sketched. The study results lead to the general conclusion that Polish lower secondary school students are offered an ideal image of the three countries which is similar to that on postcards or advertising on tourist leaflets. Contrasting, critical and not beautiful pictures of reality are left out in the textbooks.

scholarly journals Professional Desires and Career Decisions: Effects of Professional Interests, Role Models, and Internship in Lower Secondary School

2018 ◽  
Vol 5 (3) ◽  
pp. 226-243 ◽  
Author(s):  
Markus P. Neuenschwander ◽  
Jan Hofmann ◽  
Andreas Jüttler ◽  
Stephan Schumann
Keyword(s):  
Secondary School ◽  
Role Models ◽  
Social Cognitive ◽  
Training System ◽  
Career Counselling ◽  
Lower Secondary School ◽  
Professional Experiences ◽  
Professional Environment ◽  
German Speaking ◽  
Ninth Grade Students

Context: Following the social cognitive career theory of Lent, Brown, and Hackett (1994), the current study examines the effect of role models’ professions and practical internship experiences on the choice of professional environment independent of professional interests. Embedded in the Swiss context with its strong vocational training system, the paper outlines to what extent the desired professional environment is realized in the chosen apprenticeship two years later and how this realization can be predicted. The theoretical model proposes that students form direct professional experiences during their first internship(s). If those experiences are positive, students choose an apprenticeship in the same professional environment. Students have indirect (vicarious) professional experiences through their role models. If those experiences are positive, students choose an apprenticeship in the role model’s professional environment. The study examined whether, independent of professional interests, direct experiences in internships and indirect experiences through role models’ professions predict the realization of a desired professional environment in an apprenticeship.Method: The longitudinal sample consists of N = 348 seventh- and ninth-grade students from four German-speaking Swiss cantons. Professional interests and environments were measured using standardized questionnaires. The professional environments of the desired professions, the chosen apprenticeships, the role model’s professions, and the internship’s professions were coded using Holland’s (1997) interest types: realistic, investigative, artistic, social, enterprising, and conventional (RIASEC).Results: In 53% of the cases, students chose an apprenticeship in the professional environment they desired. In 53% of the cases, the chosen professional environment corresponded with the professional environment of the student’s two most important role models. In 39% of the cases, those role models were their parents. By means of logistic regression analyses, we can show that role models’ professional environments and the professional environment of the first internship influenced the realization of the desired professional environment at the end of lower secondary school, independent of the effect of the individuals’ interests.Conclusions: Results show that direct professional experiences in internships and indirect experiences of role models influence the realization of the desired professional environment, independent of professional interests. In a contextual approach, career counselling should include the role model’s profession and how it corresponds with the client’s interests and professional desires. Moreover, role models, especially parents, have a responsibility to reflect on how their goals influence students’ career choice processes.

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

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