The social stratification of student trajectories in German higher education

Poster (2019, March 22)

Applying social production function theory to benefits of schooling: the concept of values of education

in British Journal of Sociology of Education (2019), 40(7), 847-867

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a ... [more ▼]

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings. [less ▲]

The Crowdsourced Replication Initiative: Investigating Immigration and Social Policy Preferences. Executive Report.

E-print/Working paper (2019)

In an era of mass migration, social scientists, populist parties and social movements raise concerns over the future of immigration-destination societies. What impacts does this have on policy and social ... [more ▼]

In an era of mass migration, social scientists, populist parties and social movements raise concerns over the future of immigration-destination societies. What impacts does this have on policy and social solidarity? Comparative cross-national research, relying mostly on secondary data, has findings in different directions. There is a threat of selective model reporting and lack of replicability. The heterogeneity of countries obscures attempts to clearly define data-generating models. P-hacking and HARKing lurk among standard research practices in this area.This project employs crowdsourcing to address these issues. It draws on replication, deliberation, meta-analysis and harnessing the power of many minds at once. The Crowdsourced Replication Initiative carries two main goals, (a) to better investigate the linkage between immigration and social policy preferences across countries, and (b) to develop crowdsourcing as a social science method. The Executive Report provides short reviews of the area of social policy preferences and immigration, and the methods and impetus behind crowdsourcing plus a description of the entire project. Three main areas of findings will appear in three papers, that are registered as PAPs or in process. [less ▲]

Students’ trajectories through higher education: a review of quantitative research

in Higher Education (2019), early online

With the increasing availability of high-quality longitudinal data on students in higher education, scholars’ interest in how students proceed through higher education has risen. So far, the research ... [more ▼]

With the increasing availability of high-quality longitudinal data on students in higher education, scholars’ interest in how students proceed through higher education has risen. So far, the research field is diverse in theoretical perspectives and methodological approaches. Thus, based on 27 studies published in (higher) education research journals during the past two decades, this literature review provides an overview of the theoretical concepts, methodologies and main empirical findings in the study of students’ trajectories in higher education. The results depict a US dominated research field. Most theoretical frameworks are based on student’s decision-making. Across different country contexts and research designs—ranging from descriptions of student trajectories to studies predicting who engages in which types of trajectories to sequential trajectory reconstruction—we found that historically disadvantaged groups in higher education such as students from low social origin follow less linear and less smooth higher education trajectories. However, while the field of comparative education is growing steadily and may significantly contribute to explaining the link between the realization of students’ opportunities and the way how higher education is designed and implemented both on the national and local level, there were no cross-country comparison studies on higher education trajectories. [less ▲]

Do students’ language backgrounds explain achievement differences in the Luxembourgish education system?

in Ethnicities (2019), 19(6), 1202-1228

What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the ... [more ▼]

What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL – School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects. [less ▲]

Integration und Bildung

in Pickel, Gert; Decker, Oliver; Kailitz, Steffen (Eds.) et al Handbuch Integration (2019)

Im Rahmen des Beitrags wird die Rolle von Bildung für die Integration auf der individuellen Ebene und der gesellschaftlichen Ebene, und damit für Sozial- und Systemintegration diskutiert. Dabei wird von ... [more ▼]

Im Rahmen des Beitrags wird die Rolle von Bildung für die Integration auf der individuellen Ebene und der gesellschaftlichen Ebene, und damit für Sozial- und Systemintegration diskutiert. Dabei wird von den Funktionen von Bildung – Vermittlung von Kenntnissen und Fähigkeiten, Vergabe von auf dem Arbeitsmarkt umsetzbaren Zertifikaten, Sozialisation von Normen und Werten – ausgegangen. Im theoretischen Teil wird ein Überblick gegeben über Konzeptionen zur Analyse von Bildung und Integration. Im empirischen Teil wird der Forschungsstand im Hinblick auf integrationsrelevante Bildungsfolgen unter besonderer Berücksichtigung von Folgen der Bildungsexpansion zusammengefasst. [less ▲]

Les inégalités scolaires dans le système secondaire luxembourgeois dans une perspective dans les temps

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Rapport national sur l'éducation au Luxembourg 2018 (2018)

School alienation – Theoretical approaches and educational research

in Educational Research (2018), 60(2), 171-188

Background: Many primary school students encounter the educational system positively from the outset. However, over the school years, students develop negative attitudes towards school, which peaks during ... [more ▼]

Background: Many primary school students encounter the educational system positively from the outset. However, over the school years, students develop negative attitudes towards school, which peaks during secondary education. According to the literature, we conceptualise this process as school alienation: a decreasing sense of belonging in terms of learning, teachers and classmates at school. Purpose: This article critically examines the research on school alienation, with a focus on primary and secondary education. In this overview, we consider definitions, general conceptual approaches and specific concepts of school alienation, as well as methodological issues, including operationalisations of school alienation. Based on our identification of the strengths and shortcomings of previous theoretical and empirical approaches, we propose a definition and model of school alienation that may guide future research efforts. We argue that future research on school alienation needs to focus on the processes by which school alienation manifests itself; moreover, it must take into account how school alienation can differ with regard to various domains in school (i.e. alienation from learning, from teachers, from classmates). Overall, we argue that instead of an emphasis on general alienation from school, a more specific approach to school alienation is required. Sources of evidence: We used scientific research search engines to identify the body of literature that explicitly studies the phenomenon of school alienation. Firstly, we identified different types of school/student alienation definitions and concepts. Then, we selected papers addressing school alienation as a crucial issue, as well as papers investigating this issue in relation to an outcome, such as violent student behaviour and drop-out, for review. Further, we related our review to comparable concepts, such as disengagement, to show similarities and/or differences. Main argument: The findings of our overview point to a lack of a clear definition of school alienation, a lack of systematic concepts and a diversity of operationalisations based on manifold theoretical approaches. Thus, we propose a contemporary concept of school alienation by bridging different concepts: particularly, the concepts of alienation and disengagement. Our approach specifies core domains to which school alienation is linked: academic learning, teachers and classmates. Furthermore, in regard to each domain, cognitive and affective aspects can be identified, while behavioural aspects are conceptualised as consequences of school alienation. Conclusions: The need for studies aimed at a more profound understanding of the process of school alienation during different stages of educational pathways (such as primary and secondary education) seems to be evident. Panel data are necessary to reconstruct student trajectories in order to take individual changes into account. Different levels of analysis (individual student level/ micro, school or classroom levels/meso, societal level/macro), as well as interaction between these levels, need to be studied. [less ▲]

Educational Trajectories Through Secondary Education in Luxembourg: How does Permeability Affect Educational Inequalities?

in Schweizerische Zeitschrift für Bildungswissenschaften = Rivista Svizzera di Scienze dell' Educazione = Revue Suisse des Sciences de l'Education (2017), 39(3), 437-460

The link between stratification and educational inequality in empirical research is well documented. Some countries – particularly those that do not follow the model of comprehensive schools – discuss the ... [more ▼]

The link between stratification and educational inequality in empirical research is well documented. Some countries – particularly those that do not follow the model of comprehensive schools – discuss the possibility of increasing permeability between school tracks to reduce inequalities. This paper focuses on the occurrence of permeability in the stratified school system of Luxembourg and examines what this permeability entails for certain risk groups, specifically students from lower social background, male students and migrants. Educational pathways were classified (cluster analysis) on the basis of an administrative panel data set (n=5301); mechanisms behind educational decisions were analysed as a second step by estimating logistic regressions (Boudon, 1974). The findings show that reorientations in Luxembourg are often determined by the students’ social group, and that permeability – as blurred educational boundaries – mainly reproduces disparities in track placement. Introduction [less ▲]

Meritokratie: Zur gesellschaftlichen Legitimation ungleicher Bildungs-, Erwerbs- und Einkommenschancen in modernen Gesellschaften

in Becker, Rolf (Ed.) Lehrbuch der Bildungssoziologie. 3. aktualisierte und überarbeitete Auflage (2017)