Editorial: Intersectionality and Social Inequalities Beyond Social Origin

in socialpolicy.ch (2023)

This introductory article to the themed issue on Intersectionality and Social Inequal-ities Beyond Social Origin highlights some of the debates on social inequality and the historical and theoretical ... [more ▼]

This introductory article to the themed issue on Intersectionality and Social Inequal-ities Beyond Social Origin highlights some of the debates on social inequality and the historical and theoretical background of intersectionality. It outlines the connections between social inequalites and social policies, e.g., in that social policies aim to reduce social inequalities and improve opportunities and living conditions, yet also produce social inequalities. The article presents the complexities of axes and dimensions of inequalities and how the concept of intersectionality came into play. It discusses the advantages and disadvantages of different approaches to intersectionality. Finally, it introduces the various articles in the issue socialpolicy.ch 1/2023 that bring together conceptual and methodological issues on intersectionality and exemplify how re-searchers apply intersectionality in their fields of research, therewith yielding new ap-proaches and novel results for social policy. [less ▲]

School tracking in Luxembourg: the longitudinal impact of student characteristics and school composition

Scientific Conference (2022, December 05)

Research question: The current study aimed to investigate the influence of student and school level factors on school tracking in secondary education. We were especially interested in the association ... [more ▼]

Research question: The current study aimed to investigate the influence of student and school level factors on school tracking in secondary education. We were especially interested in the association between student characteristics and school composition in Grade 3 and school track in Grade 9. Data source: Data were collected as part of the Luxembourg school monitoring programme “Épreuves Standardisées” (ÉpStan; Fischbach et al., 2014). The study cohort include all students enrolled in the Luxembourg public education system in Grade 3 in November 2013 combined with data from the same students in Grade 9 in November 2017-2019 for students following advanced or regular educational pathways, completed with data from November 2020 and 2021 for students that repeated once or twice (N≈3600). Theoretical approach: The study draws upon theoretical frameworks and empirical findings (e.g., Boudon, 1974; Bourdieu, 1984), that have demonstrated students´ socio-demographic characteristics are associated with (dis)advantages for specific groups of students in education systems as well as more recent work focusing on school composition (e.g., Baumert et al., 2006), especially as tracked school systems are known to be prone to social segregation (e.g., Hadjar & Gross, 2016). To date, most research on school segregation in tracked education systems such as Luxembourg has focused on individual student´s characteristics. However, with increasing heterogeneity of student cohorts and known differences in educational opportunities related to the social and ethnic composition of the school’s student body (e.g., Thrupp et al., 2002), the current research extents the existing literature by considering both individual (including prior academic achievement and socio-demographic characteristics) and school level factors (mean academic level and percentage of students from lower socio-economic and migration background) in predicting school track placement. Main findings: Results of a multilevel random effect logistic regression analysis in which we estimated marginal effects on the probability to be placed in the highest, middle or lowest track in Luxembourg show that even after controlling for student´s academic achievement, track placement is affected by the gender and socio-economic background of the student, whereby boys and students from low SES families have less chance to be placed in the highest track. The association with socio-economic background is not only visible on the student level but also on school level, whereby students attending primary schools with a higher percentage of low SES families have less chance to be orientated to the higher track compared to the middle track, regardless of the student´ individual academic performance. [less ▲]

Trägt Unterrichtsqualität zur Prävention von Entfremdung vom Lernen bei? Empirische Befunde für die Sekundarstufe in der Schweiz und Luxemburg

in Lauermann, Fani; Jöhren, Christiane; McElvany, Nele (Eds.) et al Jahrbuch der Schulentwicklung. Band 22: Multiperspektivität von Unterrichtsprozessen (2022)

Why are male students less likely to opt for social science courses? A theory-driven analysis

in International Social Work (2022), 61(1), 17-34

In this article, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned ... [more ▼]

In this article, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned behaviour and theories centring on gender role orientations, the empirical base is a random cluster sample of high-school graduates in Switzerland. The results show different gender effects, as well as direct and indirect effects, for all the theory of planned behaviour factors. Gender role orientations and the question of how a social science profession fits one’s own gender identity appear to be of particular importance only among male students. [less ▲]

Ungleichheiten in schulischen Gesundheitsproblemen und subjektivem Wohlbefinden bei luxemburgischen Grund- und Sekundarschüler/innen

in Heinen, Andreas; Samuel, Robin; Willems, Helmut Erich (Eds.) et al Wohlbefinden und Gesundheit im Jugendalter. Theoretische Perspektiven, empirische Befunde und Praxis (2022)

Institutional Characteristics of Education Systems and Inequalities: Introduction II

in International Journal of Comparative Sociology (2022), early online

This is the second special issue of the International Journal of Comparative Sociology on the role of education systems as institutional settings on the reproduction of inequalities. The first was ... [more ▼]

This is the second special issue of the International Journal of Comparative Sociology on the role of education systems as institutional settings on the reproduction of inequalities. The first was published in January 2021 and included papers that explored the role of shadow education and country characteristics during early childhood on educational inequalities. This special issue includes three papers that focus on stratification of the education system as a key driver of educational inequalities, cumulative (dis)advantage in the access to higher education, and student experiences in national educational systems. While we already elaborated on the research program, conceptual framework, and methodological challenges in the first introduction, we will deal with the current state-of-research in this second introduction. [less ▲]

PIONEERED: Elaborating the link between social and educational policies for tackling educational inequalities in Europe

in socialpolicy.ch (2021), early online

Although a number of policies tackling educational inequalities have been introduced in recent decades in Europe, educational inequalities exist to a varying extent both in different sub- and ... [more ▼]

Although a number of policies tackling educational inequalities have been introduced in recent decades in Europe, educational inequalities exist to a varying extent both in different sub- and supranational contexts. In this article, we address the link between social and educational policies with respect to educational inequalities. Educational policies aim to guarantee opportunities throughout educational trajectories and beyond. They pertain to all areas and the entire duration of the human life. Our contribution to socialpolicy.ch introduces the ongoing Horizon 2020 project PIONEERED on educational inequalities by elaborating on the social problems behind those dis-parities, and by outlining the project’s conceptual and methodological approaches that join together multilevel, intersectional and life-course perspectives. [less ▲]

Authoritarianism Beyond Disposition: A Literature Review of Research on Contextual Antecedents

in Frontiers in Psychology (2021), 12

A core debate in authoritarianism research relates to the stability of authoritarianism, i.e., whether it is a dispositional phenomenon socialized in early childhood or even genetically predisposed, or ... [more ▼]

A core debate in authoritarianism research relates to the stability of authoritarianism, i.e., whether it is a dispositional phenomenon socialized in early childhood or even genetically predisposed, or whether it is impacted by time-sensitive, exterior conditions. Whereas certain individual authoritarian tendencies emerge as a rather stable personality trait, there is also empirical evidence for a dynamic influence of external factors. This review article provides a conceptual multilevel framework for the study of authoritarianism and offers an insight into the state-of-research on socialization and situational influences, with a particular focus on threat. Findings are discussed with regard to key theories of authoritarianism. [less ▲]

Schule und soziale Ungleichheit

in Hascher, Tina; Idel, Till-Sebastian; Helsper, Werner (Eds.) Handbuch Schulforschung (2021)

Die Bedeutung der Schule als Bildungsinstitution nahm mit der Einführung der Schulpflicht im 18. und 19. Jahrhundert in vielen Regionen Europas zu. Aus der Industrialisierung in den europäischen Ländern ... [more ▼]

Die Bedeutung der Schule als Bildungsinstitution nahm mit der Einführung der Schulpflicht im 18. und 19. Jahrhundert in vielen Regionen Europas zu. Aus der Industrialisierung in den europäischen Ländern ergab sich einerseits die Notwendigkeit der Alphabetisierung der breiten Bevölkerung und andererseits – im Zuge der zunehmenden Arbeitsteilung sowie Trennung von Erwerbs- und Reproduktionssphäre – die Kinder während der Arbeitszeit der Eltern zu betreuen. Infolgedessen entwickelte sich seit dem ausgehenden 19. Jahrhundert mit etlichen Vorläufern ein differenziertes staatlich geregeltes Bildungs- und Betreuungssystem. Bildung begann somit als Alphabetisierungs- und Betreuungsnotwendigkeit und höhere Bildung blieb bis in die Weimarer Republik (und teilweise bis in die Anfänge der Bundesrepublik im westlichen Teil Deutschlands) meist nur Jungen und Männern aus bürgerlichen und wohlhabenden Familien vorbehalten. Erst im Zuge der Modernisierungsprozesse des 20. Jahrhunderts wandelte sich Schulbildung zu einem Allgemeingut. Im Zuge der „Bildungsexpansion“, dem Ausbau von Bildungseinrichtungen und einer zunehmenden Bildungsnachfrage, die auch mit einer differenzierten Ausbildung und Qualifikation von Personal einherging, ist Schulbildung notwendige Voraussetzung für alle folgenden Qualifikationen in der Berufs- ebenso wie der Hochschulbildung geworden. Seitdem hat sich die Schule als wichtiges gesellschaftliches Subsystem etabliert und neben den eingangs erwähnten anfänglichen Aufgaben übernimmt Schule bedeutsame Funktionen für den Fortbestand der Gesellschaft. Schule hat sich nicht nur zu einer Bildungsanstalt, sondern auch zu einem Berechtigungswesen entwickelt, das Bildungschancen zuweist, die zentrale Voraussetzungen für den späteren Berufserwerb, Status, Einkommen sind. Letztere Aspekte sind wiederum mit weiteren Lebenschancen eng verknüpft, zum Beispiel politischer Partizipation, Gesundheit und Lebenserwartung. Im Folgenden wird der Beitrag nach begrifflich-theoretischen Bestimmungen von sozialer Ungleichheit und Bildungsungleichheit auf historische Meilensteine der Schulforschung eingehen. Anschließend werden zentrale Themen und Befunde der aktuellen Schulforschung zur sozialen Ungleichheit – von Merkmalen von Schüler*innen auf der individuellen Ebene über Lehrpersonen und Elternhaus hin zu Schulkulturen, Schüler*innenkomposition und Bildungssystem auf höheren Analyseebenen – in sechs Abschnitten näher ausgeführt. Zum Schluss geben wir einen Ausblick auf Trends und Desiderate. [less ▲]

A Typical Case Report: Internet Gaming Disorder Psychotherapy Treatment in Private Practice

in International Journal of Environmental Research and Public Health (2021), 18(4),

Background: Online or internet gaming disorder (IGD) is currently not recognized as a mental disorder in the actual Diagnostic and Statistical Manual of Mental Disorders (DSM-5), although it is an ... [more ▼]

Background: Online or internet gaming disorder (IGD) is currently not recognized as a mental disorder in the actual Diagnostic and Statistical Manual of Mental Disorders (DSM-5), although it is an emerging disease. Non-substance-related addictions often have similarities with substance addictions. It is therefore important to have a good understanding of the client but also to have a good endurance. Due to the rise of e-sports, there is an anticipated and therefore possible trend to have many more patients with a non-substance addiction. There are many parallels, for instance tolerance, withdrawal and social problems, resulting from an increasing investment of time spent on the internet. Case presentation: To reduce possible inhibition in treating a patient with IGD, we present a case of a 19-year-old adolescent man who exhibited IGD and showed social problems associated with his addiction. Conclusions: This paper shows the importance and the effects of treating a non-substance addiction with cognitive behavioral therapy (CBT). After having successfully coped with an addiction, several shifts in addiction were often reported. In this case, no shifts were reported. The absence of such shifts makes our case a distinct and unique case. This is not a multimorbidity case, and that is the reason why we think this is an excellent example to show what we achieved, how we achieved it, and what we could establish. Of course, additional research and manuals are urgently needed. [less ▲]