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

in Schweizerische Zeitschrift für Bildungswissenschaften (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 ▲]

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

in Schweizerische Zeitschrift für Bildungswissenschaften (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 ▲]

Une recherche-action: Connaître, accompagner et provoquer le changement en sciences de l’éducation.

in Schweizerische Zeitschrift für Bildungswissenschaften (2011), 33(3), 495-510

D. Hoffmann & K. Neumann (Hg.): Die gegenwärtige Struktur der Erzie­hungswissenschaft. Zum Selbstverständnis einer undisziplinierten Disziplin. Weinheim: Beltz 1998

in Schweizerische Zeitschrift für Bildungswissenschaften (2000), 1(1), 245-247