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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

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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 detailGender stereotypes and gendered vocational aspirations among Swiss secondary school students
Hadjar, Andreas UL; Aeschlimann, Belinda

in Educational Research (2015), 57(1), 22-42

Background: Horizontal gender inequalities appear to be rather stable, with girls more often choosing ‘female’ service professions, and boys choosing career paths related to science, technology ... [more ▼]

Background: Horizontal gender inequalities appear to be rather stable, with girls more often choosing ‘female’ service professions, and boys choosing career paths related to science, technology, engineering or Mathematics. Purpose: Non-egalitarian patriarchal gender-role orientations and gender associations (perceived femininity) of the school subjects German Language Arts and Mathematics are theorised – triangulating different theoretical backgrounds – and empirically analysed as a major predictor of gender-typical vocational aspirations, considering interest in these school subjects as a mediating factor. Furthermore, we focus on a patriarchal relation of father’s and mother’s workforce participation as a root of gender-role orientations, and teacher gender in regard to its impact on gendered images of subjects. Sample: Empirical analyses are based on survey data from eighth-graders (around the ages of 14 and 15 at the time of data gathering) in the Swiss canton of Bern. The sample only encompasses children from two-parent families, as patriarchality in terms of differences in workforce participation between father and mother is taken into account. Design and methods: The research issues are analysed employing structural equation models. The statistical package Mplus allows for an analysis of the two dependent dichotomous variables ‘gender-typical vocational aspiration’ and ‘gender-atypical vocational aspiration’. The hierarchic structure of the sample (school class clusters) is taken into account. Results: Findings reveal different patterns for boys and girls; for boys, gender-typical (male) vocational aspiration could be explained to a small extent via gender-role orientations, interest in Mathematics and gender associations of school subjects; for girls, the factors under consideration could be empirically linked to ‘atypical vocational aspiration’. Teacher gender only has an impact among girls: if girls are taught by a female Mathematics teacher, they perceive the subject as a bit more female and show a higher interest in this subject. Their likelihood of having a gender-atypical vocational aspiration is a bit higher than among girls with a male Mathematics teacher who perceive the subject as a bit less female and, thus, show somewhat lower interest in this subject. Conclusions: There are still links – although weak – between gender stereotypes and vocational aspirations. Gender-role orientations are rooted in the family. A sensitisation towards gender stereotypes and their impact on aspirations and career would appear to be meaningful in broadening the vocational perspectives of men and women. [less ▲]

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See detailForschungsdesigns und statistische Verfahren
Boehnke, Klaus; Hadjar, Andreas UL

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

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

in Educational Research (2014), 56(2), 117-125

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See detailSpecial Issue: Gender and educational achievement
Hadjar, Andreas UL; Krolak-Schwerdt, Sabine UL; Priem, Karin UL et al

in Educational Research (2014), 56(2),

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See detailKlassenspezifische Wahlabstinenz – Spielt das Vertrauen in politische Institutionen eine Rolle?
Hadjar, Andreas UL; Köthemann, Dennis

in Kölner Zeitschrift für Soziologie und Sozialpsychologie (2014), 66(1), 51-76

This article aims at an analysis to what extent class-differences in non-voting—more precisely: non-voting intention—can be explained referring to the factors of trust in institutions. What is the link ... [more ▼]

This article aims at an analysis to what extent class-differences in non-voting—more precisely: non-voting intention—can be explained referring to the factors of trust in institutions. What is the link between a lack of trust in state institutions and the intention to abstain from voting? Are there parallel class differences in all of these aspects? Data base is a cumulated ALLBUS data-set (1984, 1994, 2002, 2008). Results indicate class differences in non-voting intention and trust in political institutions—with lowest scores for lowly-skilled working class. Multivariate models show that class-differences in non-voting intention can be explained only to a rather small extent by class-specific trust in institutions. Looking at the time periods, an increasing distance between lowly-skilled working class and the political system can be recognised. [less ▲]

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See detailDie politische Dimension der Bildung. Zu Jutta Allmendinger: „Bildungsarmut: Zur Verschränkung von Bildungs- und Sozialpolitik“
Gross, Christiane; Hadjar, Andreas UL

in Soziale Welt : Zeitschrift für sozialwissenschaftliche Forschung und Praxis (2014), Sonderband 21

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See detailMigrant Background and Higher Education Participation in Europe: The Effect of the Educational Systems
Griga, Dorit; Hadjar, Andreas UL

in European Sociological Review (2014), 30(3), 275-286

The main aim of this article is to shed light on the extent to which differences in higher education participation between people with and without a migrant background of low/higher social origin can be ... [more ▼]

The main aim of this article is to shed light on the extent to which differences in higher education participation between people with and without a migrant background of low/higher social origin can be explained by two macro-level characteristics of national educational institutions: stratification of the secondary school system and provision of alternative access to higher education. General assumptions are that people with a migrant background of low social origin benefit in low-stratified secondary school systems and in systems that provide alternative access to institutions of higher education more than their native peers in the same social stratum, owing to primary and secondary effects of migrant background. Database is a pooled dataset of the five waves of the European Social Survey. Results of logistic multi-level analyses indicate that a low-stratified secondary school system improves the probability of people with a migrant background/low social origin attaining a higher education degree. On the other hand, a stratified secondary school system reduces their chances regarding this educational stage. The provision of alternative access to an institution of higher education improves their likelihood of becoming higher education graduates. [less ▲]

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See detailIntergenerationale Werteähnlichkeit, Distanz zu gesellschaftlichen Mainstream-Werten und subjektives Wohlbefinden von MigrantInnen
Hadjar, Andreas UL; Boehnke, Klaus; Knafo, Ariel et al

in Weiss, Hilde; Schnell, Philipp; Gülay, Ates (Eds.) Zwischen den Generationen. Transmissionsprozesse in Familien mit Migrationshintergrund (2014)

Intergenerationale Wertetransmissionsprozesse – und damit auch die Ähnlichkeit zwischen den Werteprioritäten der Eltern und denen der Kinder als Produkt dieser Prozesse – sind essentiell für die ... [more ▼]

Intergenerationale Wertetransmissionsprozesse – und damit auch die Ähnlichkeit zwischen den Werteprioritäten der Eltern und denen der Kinder als Produkt dieser Prozesse – sind essentiell für die Reproduktion der Kultur einer Gesellschaft. Ein wesentliches Motiv, die Werthaltungen der Eltern bzw. der Gesellschaft zu übernehmen, kann aus der rationalen Perspektive der Theorie der sozialen Produktionsfunktionen (Ormel et al. 1999) darin gesehen werden, dass über Verhaltensbestätigung subjektives Wohlbefinden produziert werden kann. Die Dimension der Verhaltensbestätigung wird als „the feeling of doing ‚the right thing‘ in the eyes of relevant others (including yourself)“ (Lindenberg 2002, S. 649) beschrieben, wobei dies auch die Übereinstimmung hinsichtlich verhaltensrelevanter Normen und Werten von Bezugspersonen und –gruppen beinhaltet. [less ▲]

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See detailBenachteiligte Jungen – erfolgreiche Männer? Auf der Suche nach Ursachen für Geschlechterunterschiede im Schulerfolg
Hadjar, Andreas UL

in Jakoby, Nina; Peitz, Martina; Schmid, Tina (Eds.) et al Männer und Männlichkeiten. Disziplinäre Perspektiven (2014)

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See detailInégalités 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
Griga, Dorit; Hadjar, Andreas UL

in Schweizerische Zeitschrift fur Bildungswissenschaften = Rivista Svizzera di Scienze dell'Educazione = Revue Suisse des Sciences de l'Education (2013), 35(3), 493-513

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 ... [more ▼]

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. [less ▲]

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See detailGeschlechterungleichheiten als fortwährende Herausforderung des Bildungssystems
Hadjar, Andreas UL

in Becker, Rolf; Bühler, Patrick; Bühler, Thomas (Eds.) Bildungsungleichheit und Gerechtigkeit. Wissenschaftliche und gesellschaftliche Voraussetzungen (2013)

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See detailMigration Background and Subjective Well-Being A Multilevel Analysis Based on the European Social Survey
Hadjar, Andreas UL; Backes, Susanne UL

in Comparative Sociology (2013), 12

Contributing to the debate on the integration of migrants in Europe, this study focuses on Subjective Well-Being (SWB) of people with migration backgrounds compared to people without a migration ... [more ▼]

Contributing to the debate on the integration of migrants in Europe, this study focuses on Subjective Well-Being (SWB) of people with migration backgrounds compared to people without a migration background – specifying SWB in terms of successful integration. The analyses employ a multilevel perspective (data base: European Social Survey). On the macro level, gross domestic product (GDP), welfare regime, xenophobia and the migrant integration policy index (MIPEX) are considered; on the micro level, social origin, education, unemployment, income deprivation, relationship status, health status and controls. Findings indicate a disadvantage in SWB of first-generation migrants that goes beyond deficits regarding well-studied SWB determinants. The SWB gap between migrants and nonmigrants is larger in countries with a high GDP and smaller in countries with a high MIPEX score. [less ▲]

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See detailGeschlecht, Migrationshintergrund und Bildungserfolg
Hadjar, Andreas UL; Hupka-Brunner, Sandra

Book published by Juventa (2013)

Detailed reference viewed: 158 (9 UL)
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See detailBildungsungleichheiten beim Hochschulzugang nach Geschlecht und Migrationshintergrund. Befunde aus der Schweiz und aus Frankreich
Griga, Dorit; Hadjar, Andreas UL

in Hadjar, Andreas; Hupka-Brunner, Sandra (Eds.) Geschlecht, Migrationshintergrund und Bildungserfolg (2013)

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See detailGesellschaftliche Kontexte, Bildungsverläufe und Bildungschancen
Becker, Rolf; Hadjar, Andreas UL

in Becker, Rolf; Schulze, Alexander (Eds.) Bildungskontexte Strukturelle Voraussetzungen und Ursachen ungleicher Bildungschancen (2013)

Detailed reference viewed: 153 (4 UL)
See detailÜberschneidungen von Bildungsungleichheiten nach Geschlecht und Migrationshintergrund. Eine theoretische und empirische Hinführung
Hadjar, Andreas UL; Hupka-Brunner, Sandra

in Hadjar, Andreas; Hupka-Brunner, Sandra (Eds.) Geschlecht, Migrationshintergrund und Bildungserfolg (2013)

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See detail„Bildung ist Bürgerrecht“: Was ist aus der Dahrendorfschen Forderung geworden?
Köthemann, Dennis; Hadjar, Andreas UL

in Dippelhofer-Stiem, Barbara; Dippelhofer, Sebastian (Eds.) Enzyklopädie Erziehungswissenschaft Online (EEO), Fachgebiet Erziehungs- und Bildungssoziologie (2013)

Detailed reference viewed: 136 (13 UL)