Reference : Inégalités de formation lors de l’accès à l’enseignement supérieur selon le sexe et l...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/11774
Inégalités de formation lors de l’accès à l’enseignement supérieur selon le sexe et le contexte migratoire: résultats de l’analyse des situations suisse, allemande et française
French
[en] Educational inequalities related to gender and migrant background at the transition to Higher Education. Findings from Switzerland, Germany and France
Griga, Dorit mailto []
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Dec-2013
Schweizerische Zeitschrift fur Bildungswissenschaften = Rivista Svizzera di Scienze dell'Educazione = Revue Suisse des Sciences de l'Education
Schweizerische Gesellschaft für Bildungsforschung
35
3
Bildungsungleichheit und Gerechtigkeit – Wissenschaftliche und gesellschaftliche Herausforderungen
493-513
Yes
International
1424-3946
Fribourg
Switzerland
[en] Educational Inequality ; Gender ; Migration Background ; Higher Education ; International Comparison
[en] The paper deals with the transition to Higher Education focusing on educational
inequalities at the intersection of gender and migrant background. At
the core of the analyses, theorized referring to decision theory, is a comparison
of Switzerland (TREE), Germany (HIS-Studienberechtigte 2002) and France
(Panel d’élèves du second degré 1995). Results indicate increased transition rates
to Higher Education for second-generation males from some socially disadvantaged
migrant groups for Switzerland and Germany, if controlled for social
origin. Evidence confirming a female disadvantage for second generation females
originating from countries characterised by a rather patriarchal culture were not
found in any of the countries under consideration.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/11774

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