Early home-leaving (HL) and educational attainment − The moderating role of HL in the intergenerational transmission of education

Leaving the parental home is a key step in successful transitions to adulthood. Early home-leaving (HL) is associated with lower educational attainment, but the role of early versus later home-leaving in the intergenerational transmission of education has not been assessed in previous research. We used a longitudinal register-based total sample of families in Finland to examine whether the association between parental and offspring education differs between early (below age 19) and later home-leavers, including a comparison between early and later leaving siblings. We found the lower probability of completing any secondary degree among early leavers to be larger among those with lower-educated than higher-educated parents. In contrast, in continuing to tertiary-level education, the educational disadvantage among early leavers was much larger among offspring of the higher-educated parents. Differences by HL across levels of parental education persisted adjustment for other parental and childhood resources, although only modest evidence of moderation was found when comparing early and later leaving siblings. Our findings on weaker intergenerational transmission of education among early leavers with an advantaged background, and accumulation of disadvantage among early leavers with less advantaged background suggest that timing of HL has an independent role in educational inequalities.

Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode

In dem Beitrag wird ausgehend von der Notwendigkeit einer inklusionspädagogischen Professionalisierung im Lehramtsstudium ein erziehungswissenschaftliches Projekt dargestellt, das es den teilnehmenden Bachelor-Studierenden in besonderer Weise ermöglicht, berufsspezifische Reflexionsprozesse zu durchlaufen. In dem Projekt übernehmen Studierende die einjährige pädagogische Förderung von Grundschulkindern mit bildungsrelevanten Benachteiligungsfaktoren, die häufig von Selektionspraktiken und -maßnahmen bedroht sind. Die Bearbeitung von vorliegenden Common-Sense-Theorien im inklusiven Kontext gilt dabei als ein relevantes Professionalisierungsziel in der Lehramtsausbildung. Konkret werden Ausschnitte aus Praktikumsberichten von zwei Studierenden mittels der dokumentarischen Methode ausgewertet und einander gegenübergestellt, um daran herauszuarbeiten, inwiefern sich die Reflexionen unterscheiden. Es zeigt sich anhand der Analysen, dass im Rahmen der Praxisphase eine Reflection-on-Action und auch die vertiefte Reflexion eigener Common-Sense-Theorien grundsätzlich möglich, jedoch nicht voraussetzungslos ist. Insbesondere kann auch anhand der gewählten Einzelfälle verdeutlicht werden, wie individuell inklusionsbezogene Professionalisierungsprozesse im Rahmen der vorliegenden Praxisphase verlaufen können. Die Analyse offenbart multiple Professionalisierungschancen in Abhängigkeit von den Rahmenbedingungen des Projekts, den individuellen Schwerpunkten der pädagogischen Arbeit oder den individuellen Reflexionen der Studierenden. Abstract Based on the necessity of an inclusive pedagogical professionalisation in the teacher training program, this article presents an educational science project that enables the participating Bachelor students in a unique manner to go through profession-specific reflection processes. In the project, students take on the one-year pedagogical support of primary school children with educational disadvantage factors, who are often threatened by selection practices and measures. In this context, working through present common-sense theories in an inclusive context is considered a relevant professionalization goal in teacher education. Specifically, excerpts from internship reports of two students are analysed by means of the documentary method and compared to each other in order to work out the extent to which the reflections differ. The analyses show that reflection-on-action and in-depth reflection on one's own common-sense theories are generally possible during the practical phase, but not without preconditions. In particular, the selected individual cases can be used to illustrate how individual inclusion-related professionalisation processes can take place within the framework of the present practical phase. The analysis reveals multiple opportunities for professionalisation depending on the general framework of the project, the individual focal points of the pedagogical work or the individual reflections of the students.

The temporal dimension of parental employment: Fixed-term contracts, non-standard work schedules and children’s education in Germany

The increasing prevalence of non-standard employment and its adverse consequences are well documented. However, we still know little about how prevalent non-standard employment is amongst parents, and whether its negative consequences are further transmitted to their children. Using data from the German Microcensus, we provide a detailed account of the prevalence of fixed-term employment and non-standard work schedules in households with children in Germany. Second, we examine the extent to which variation in this temporal dimension of parents’ employment is associated with their children’s educational attainment. We find that fixed-term contracts and non-standard work schedules have become a prominent feature of households with children in Germany, reflecting the country’s dualized labor market. In about half of all German households with children in lower secondary education, at least one parent has a short fixed-term contract or regularly works on evenings or Saturdays. Moreover, the educational disadvantage of children in these families is alarmingly high. Depending on the concentration of parental non-standard employment in the household, children of parents with fixed-term contracts or non-standard work schedules have a 5 to 16 percent lower probability of entering the academic educational track than children with parents in standard employment, net of parents’ social class, income and education. Based on these results, we argue that the temporal dimension of parental employment is key to understanding how changing labor markets reshape the opportunity structure for children from disadvantaged parental backgrounds and the intergenerational transmission of inequality.

Assessing the Impact of Individual Characteristics and Neighborhood Socioeconomic Status During the COVID-19 Pandemic in the Provinces of Milan and Lodi

Social inequalities in health are known to be influenced by the socioeconomic status of the territory in which people live. In the context of the ongoing coronavirus disease 2019 (COVID-19) pandemic, this study is aimed at assessing the role of 5 area-level indicators in shaping the risk of contagion in the provinces of Milan and Lodi (Lombardy, Italy), namely: educational disadvantage, unemployment, housing crowding, mobility, and population density. The study area includes the municipalities at the origin of the first Italian epidemic outbreak. Data on COVID-19 patients from the Integrated Datawarehouse for COVID Analysis in Milan were used and matched with aggregate-level data from the National Institute of Statistics Italy (Istat). Multilevel logistic regression models were used to estimate the association between the census block-level predictors and COVID-19 infection, independently of age, sex, country of birth, and preexisting health conditions. All the variables were significantly associated with the outcome, with different effects before and after the lockdown and according to the province of residence. This suggests a pattern of socioeconomic inequalities in the outbreak, which should be taken into account in the eventuality of future epidemics to contain their spread and its related disparities.

On ‘being first’: the case for first-generation status in Australian higher education equity policy

For more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.

Toward Many Emerging Adulthoods: A Theory-Based Examination of the Features of Emerging Adulthood for Cross-Systems Youth

Although it is widely acknowledged that emerging adulthood is experienced differently by various groups, few studies have directly examined the theoretical features of emerging adulthood in vulnerable subpopulations of low-income young people in the United States. This study addressed this gap by exploring the salience of the five features proposed in emerging adulthood theory—identity exploration, instability, feeling in-between, sense of self-focus, and optimism for the future—for cross-systems youth. Two samples from prior qualitative studies of young people age 18–24 who had experienced homelessness, child welfare involvement, and/or educational disadvantage were combined for the analysis ( N = 50). We noted important divergences and nuances in the ways in which the theoretical features resonated with the sample. For example, most participants sought financial stability and independence, rather than identity and career exploration. The findings speak to the importance of further research to establish features of emerging adulthood in diverse populations.

Trauma-Aware Practice and Positive Education

In this chapter, positive education is reframed using advances in understanding through trauma-informed perspectives for schools educating students impacted by trauma and systemic educational disadvantage. In order to de-silo trauma-informed teaching and positive education, trauma-aware perspectives are first introduced, including priorities for intervention arising from a systematic review of trauma-aware teacher practice models. Next, positive education is repositioned as a developmental step for teacher practice to fortify wellbeing strategies within the classroom. Then, recommendations are provided, giving guidance for how teachers can begin this practice within their own schools. The chapter concludes with recommendations to support teacher wellbeing in the face of secondary traumatic stress, vicarious effects of childhood trauma, and workplace burnout.

Professionalitätsentwicklung in der allgemeinen, öffentlichen Erwachsenenbildung für Inklusion – ein Systematisierungsversuch der Fortbildungspraxis an Volkshochschulen

Die allgemeine, öffentliche Erwachsenenbildung folgt traditionell dem (inklusiven) Prinzip einer Bildung für Alle. Fragen der Bildungsbenachteiligung, Zielgruppendifferenzierung oder Heterogenität werden sowohl in der Wissenschaft als auch in der Praxis virulent. Diskussionen über eine Steigerung der Bildungsteilnahme von Menschen mit Behinderung finden hingegen eher zögerlich statt und werden vermehrt seit der Ratifizierung der UN-Behindertenrechtskonvention in Deutschland geführt. Die Qualifizierung des Personals – häufig konkretisiert in Fortbildungen – stellt dabei ein zentrales Element für eine inklusive Ausrichtung der allgemeinen, öffentlichen Erwachsenenbildung dar. Der Beitrag behandelt die Frage, wie sich die aktuelle Fortbildungspraxis zu Inklusion gestaltet. Auf der Grundlage empirischer Teilergebnisse eines Projekts zur inklusiven Erwachsenenbildung werden Umsetzungsrealitäten vorgestellt und Impulse für eine Professionalitätsentwicklung diskutiert. Die Befunde beziehen sich auf das institutionelle Feld von Volkshochschule und werden am Beispiel der Fortbildungspraxis von Kursleitungen eruiert. Aus einer Organisationsperspektive werden Möglichkeiten und Herausforderungen einer Professionalitätsentwicklung für eine inklusive Erwachsenenbildung – im Besonderen von Lehrpersonal an Volkshochschulen – erfasst.Abstract General public adult education traditionally follows the (inclusive) principle of education for all. Questions of educational disadvantage target group differentiation or heterogeneity are virulent in both science and practice. Discussions about increasing the participation of people with disabilities are rather hesitant and have been held more and more since the ratification of the UN Convention on the Rights of Persons with Disabilities in Germany. The qualification of staff often specified in further training is a key element for the inclusive orientation of general public adult education. The article deals with the question of how the current training practice on inclusion is organised. On the basis of empirical partial results of a project on inclusive adult education implementation realities are presented and impulses for a professional development are discussed. The findings relate to the institutional field of adult education centres and are determined by using the example of the continuing training practice of course leaders. From an organisational perspective opportunities and challenges for professional development for inclusive adult education in particular teaching staff at adult education centres are covered.

Enhancing self-efficacy through life skills workshops

University attrition rates are often higher for students from groups under-represented in Higher Education (HE), for example those who have experienced social and educational disadvantage. Points of educational transition have been identified as key risk factors for progression and retention, and interventions to increase self-efficacy may act protectively to reduce higher attrition rates.This study presents an evaluation of an intervention implemented at one UK medical school, which aimed to enhance participants' self-efficacy and sense of belonging. Participants completed Schwarzer's General Self-Efficacy Scale and written evaluations. Qualitative data were examined inductively using thematic analysis. Average self-efficacy scores showed a statistically significant improvement six months after the intervention. Key themes including ‘it's not just me’ and ‘learning from the experiences of others’ were identified from the qualitative data and explored within a framework of self-efficacy.The intervention appeared to have a positive impact on self-efficacy through two key sources. Firstly, creating positive “physiological and emotional states’ enabled participants to engage in constructive discussions of personal difficulties they faced, such as imposter syndrome. Secondly, ‘vicarious experiences’, hearing how others had coped during difficult situations, improved participants' beliefs in their ability to cope with future challenges and imagine being successful. These factors may be key in supporting transitions for under-represented university students engaged with a range of disciplines.