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See detailChancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs
Hadjar, Andreas UL; Rothmüller, Barbara UL

in OPZ-Austrian Journal of Political Science (2016), 45(1), 51-64

Equality of opportunity and meritocracy are common catchwords of the legitimation of educational reforms. In the 20th century, a comprehensive school reform was one major reform project that was expected ... [more ▼]

Equality of opportunity and meritocracy are common catchwords of the legitimation of educational reforms. In the 20th century, a comprehensive school reform was one major reform project that was expected to reduce educational inequalities. Yet, very different concepts of equality, merit and achievement dominated the heated debates over a comprehensive school which remain controversial until today. Drawing on the example of Luxembourg, the article analyses main political arguments for and against a comprehensive school reform. Based on expert interviews and historical documents, the authors show how different political approaches to equality are connected with specific concepts of merit as well as the social reproduction of national elites. [less ▲]

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See detailHow Quantitative Methods of Data Analysis Can Contribute to Historical Analysis: The Example of the Stapfer Inquiry
Hadjar, Andreas UL; Ruloff, Michael; Boser, Lukas et al

in International Journal for the Historiography of Education (2016), 6(1), 11-26

In 1799, the Ministry of Education led by Philipp Albert Stapfer gathered data on a large variety of issues concerning the education system in the Helvetic Republic. The main objective of this paper is to ... [more ▼]

In 1799, the Ministry of Education led by Philipp Albert Stapfer gathered data on a large variety of issues concerning the education system in the Helvetic Republic. The main objective of this paper is to demonstrate how the Stapfer inquiry as a historical data source can be analyzed employing techniques of quantitative data analysis. Two research questions were considered: How did school fees and distance to school impact school attendance at the time? Before presenting analyses and results, strengths and limitations of the Stapfer inquiry from the historical and the social science perspective are discussed followed by a conceptual elaboration of the research issues. The database for our analysis is a sample drawn from the Stapfer inquiry that consists of 104 schools. Results show that whereas the existence of school fees does not seem to have had an impact, the distance to school had a negative impact on school attendance. [less ▲]

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See detailTheorising the impact of education systems on inequalities
Gross, Christiane; Meyer, Heinz-Dieter; Hadjar, Andreas UL

in Hadjar, Andreas; Gross, Christiane (Eds.) Education systems and inequalities. International comparisons (2016)

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See detailIntroduction. Education systems and inequalities
Hadjar, Andreas UL; Gross, Christiane

in Hadjar, Andreas; Gross, Christiane (Eds.) Education systems and inequalities. International comparisons (2016)

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See detailEducation systems and gender inequalities in educational attainment
Hadjar, Andreas UL; Buchmann, Claudia

in Hadjar, Andreas; Gross, Christiane (Eds.) Education systems and inequalities. International comparisons (2016)

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See detailEducation Systems and Inequalities. International Comparisons
Hadjar, Andreas UL; Gross

Book published by Policy Press (2016)

This unique book brings together an international roster of contributors to compare different education systems and their effects on social inequality. Starting with basic premises—such as how education ... [more ▼]

This unique book brings together an international roster of contributors to compare different education systems and their effects on social inequality. Starting with basic premises—such as how education systems can be characterized and what distinguishes them—the book goes on to explore those systems’ links with social structures, their role in expanding or ameliorating inequality, and the social mechanisms that underlie that role. It will be crucial to future debates on education and policy reform. [less ▲]

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See detailGender differences in educational attainment
Hadjar, Andreas UL; Krolak-Schwerdt, Sabine UL; Priem, Karin UL et al

in Hadjar, Andreas; Krolak, Sabine; Priem, Karin (Eds.) et al Gender and Educational Achievement (2016)

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See detailWie soziale Herkunft, Geschlecht und Migrationshintergrund den Übergang in Hochschule und höhere Berufsbildung prägen: Die Schweiz und Frankreich im Vergleich
Griga, Dorit; Hadjar, Andreas UL

in Kriesi, Irene; Liebig, Brigitte; Horwath, Ilona (Eds.) et al Gender und Migration an Universitäten, Fachhochschulen und in der höheren Berufsbildung (2016)

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See detailGender and Educational Achievement
Hadjar, Andreas UL; Krolak-Schwerdt, Sabine UL; Priem, Karin UL et al

Book published by Routledge (2016)

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See detailConclusions and summary
Gross, Christiane; Hadjar, Andreas UL

in Hadjar, Andreas; Gross, Christiane (Eds.) Education systems and inequalities. International comparisons (2016)

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See detailHow Welfare-State Regimes Shape Subjective Well-Being Across Europe
Samuel, Robin UL; Hadjar, Andreas UL

in Social Indicators Research (2016), 129(2), 565-587

Welfare-state regimes achieve different outcomes in dealing with social inequalities. For example, the social democratic or Scandinavian welfare-state regime is often considered as the most egalitarian ... [more ▼]

Welfare-state regimes achieve different outcomes in dealing with social inequalities. For example, the social democratic or Scandinavian welfare-state regime is often considered as the most egalitarian with a high social transfer rate and a comparably low level of income inequality. While most research on welfare-state regimes focuses on objective indicators of quality of life and inequalities, we are interested in how citizens actually evaluate their lives, using subjective well-being (SWB) as an indicator. The paper deals with two research questions: (1) How does the welfare-state regime affect subjective well-being, and (2) does the welfare-state regime influence the effect of status on SWB? Status is an essential first-order goal to produce subjective well-being according to the social production theory of Lindenberg and colleagues (Ormel et al. 1999), but is also linked to many other instrumental goals such as comfort and stimulation. The study carries out a multilevel analysis using pooled European Social Survey data from the years 2002–2012, covering more than 30 European countries. While we first look at how status drives SWB levels in different welfare-state regimes as classified by Esping-Andersen 1990, 1999), our focus is mainly on cross-level interactions between welfare-state regime type and the relationship between status and SWB. Our results provide evidence that social-democratic welfare-state regimes not only provide for living standards that are associated with the highest SWB levels, but also compensate best for status differences in SWB compared to other welfare-state regimes. [less ▲]

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See detailLuxemburg als Weiterbildungs-Arena
Hadjar, Andreas UL; Powell, Justin J W UL

in Zimmermann, Therese E.; Jütte, Wolfgang; Horváth, Franz (Eds.) Arenen der Weiterbildung (2016)

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See detailEducation systems and meritocracy. Social origin, educational and status attainment
Hadjar, Andreas UL; Becker, Rolf

in Hadjar, Andreas; Gross, Christiane (Eds.) Education systems and inequalities. International comparisons (2016)

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See detailEducation systems and the dynamics of educational inequalities in low educational attainment: a closer look at England (UK), Finland, Luxembourg, and German-speaking Switzerland
Hadjar, Andreas UL; Uusitalo, Erica

in European Societies (2016), 18(3), 264-287

For decades, reforms aiming at educational expansion attempted to boost economic growth and to reduce inequalities. This study sheds light on the link between institutional settings of the education ... [more ▼]

For decades, reforms aiming at educational expansion attempted to boost economic growth and to reduce inequalities. This study sheds light on the link between institutional settings of the education system and educational inequalities in the course of educational expansion along two axes of inequality: social origin and gender. Looking at the educational attainment of cohorts born between 1925 and 1982 in the European Social Survey data, changing patterns of inequalities are analysed regarding four distinct education systems – England (UK), Finland, Luxembourg, and (Germanspeaking) Switzerland. Employing a comparative perspective, characteristics of the educational system that influence the societal change of educational levels and educational inequalities are considered. Our results show that although the patterns of educational inequalities were comparable in all four countries, Finland seems to have been the most successful in reducing educational inequalities if looking at both inequalities related to social origins and gender at the same time. However, in regard to social inequalities Switzerland also performs well. [less ▲]

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See detailSchool Alienation, Patriarchal Gender-Role Orientations and the Lower Educational Success of Boys. A Mixed-method Study
Hadjar, Andreas UL; Backes, Susanne UL; Gysin, Stefanie

in Masculinities and Social Change (2015), 4(1), 85-116

This paper is an empirically backed contribution to the current ‘failing boys’ debate in regard to their lower educational success. The cross-sectional analysis focuses on two possible factors behind the ... [more ▼]

This paper is an empirically backed contribution to the current ‘failing boys’ debate in regard to their lower educational success. The cross-sectional analysis focuses on two possible factors behind the lower educational success of boys in secondary school: school alienation and patriarchal gender-role orientations (as an expression of the ‘hegemonic masculinity’). School deviance on the behavioural level is considered as a main mediator between these factors and educational success. Furthermore, teaching style, peer attitudes and social origin are taken into account as important factors of educational success. Analyses are based on a Swiss mixed-method study (questionnaires among 872 eighth-graders, group discussions, class room observations). Results indicate that the gender gap in educational success is caused partly by boys being more alienated from school and preferring patriarchal gender-role orientations. The impacts of these factors on educational success are mediated by school deviance. An authoritative teaching style can largely reduce school alienation. [less ▲]

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See detail“Individualization” and Class-Structure: How Individual Lives Are Still Affected by Social Inequalities
Becker, Rolf; Hadjar, Andreas UL

in International Social Science Journal (2015), 213/214

Detailed reference viewed: 165 (12 UL)
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See detailUpward social mobility and life satisfaction: the cases of United Kingdom and Switzerland
Samuel, Robin UL; Hadjar, Andreas UL

in Longitudinal and Life Course Studies (2015), 6(3), 13-14

Status is a major determinant of subjective well-being (SWB). This is one of the primary assumptions of social production function theory. In contrast, the dissociative hypothesis holds that upward social ... [more ▼]

Status is a major determinant of subjective well-being (SWB). This is one of the primary assumptions of social production function theory. In contrast, the dissociative hypothesis holds that upward social mobility may be linked to identity problems, cognitive distress, and reduced levels of SWB because of lost ties to one’s class of origin. In our paper, we use panel data from the United Kingdom (British Household Panel Survey) and Switzerland (Swiss Household Panel) to test these hypotheses. These two countries are compared because historically, social inequality and upward mobility have played distinct roles in each country’s popular discourse. We conduct longitudinal multilevel analyses to gauge the effects of intragenerational and intergenerational upward mobility on life satisfaction (as a cognitive component of SWB), controlling for previous levels of life satisfaction, dynamic class membership, and well-researched determinants of SWB such as age and health problems. Our results provide some evidence for effects of social class and social mobility on well-being in the UK sample, however, there are no such effects in the Swiss sample. The UK findings support the idea of dissociative effects, that is, intergenerational upward mobility is negatively associated with SWB. [less ▲]

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See detailUrsachen und Formen von Bildungsungleichheiten
Hadjar, Andreas UL

in Hofmann, Michèle; Boser, Lukas; Bütikofer, Anna (Eds.) et al Lehrbuch Pädagogik. Eine Einführung in grundlegende Themenfelder (2015)

Detailed reference viewed: 255 (16 UL)
See detailForschungsdesigns und statistische Verfahren
Boehnke, Klaus; Hadjar, Andreas UL

in Hurrelmann, Klaus; Bauer, Ullrich; Grundmann, Matthias (Eds.) et al Handbuch Sozialisationsforschung (2015)

Detailed reference viewed: 167 (10 UL)