Reference : Bildungswerte und Schulentfremdung: Institutions- und Kompositionseffekte in den Bild...
Dissertations and theses : Doctoral thesis
Social & behavioral sciences, psychology : Sociology & social sciences
http://hdl.handle.net/10993/36974
Bildungswerte und Schulentfremdung: Institutions- und Kompositionseffekte in den Bildungskontexten Luxemburgs und der Schweiz
German
[en] Values of education and school alienation: Institutional and compositional effects in Luxembourgish and Swiss school systems
Scharf, Jan mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
5-Oct-2018
University of Luxembourg, ​Esch-sur-Alzette, ​​Luxembourg
Docteur en Sociologie
314
Hadjar, Andreas mailto
Powell, Justin J W mailto
Samuel, Robin mailto
Kristen, Cornelia mailto
Imdorf, Christian mailto
[en] school alienation ; values of education ; educational inequalities ; secondary schools ; classroom composition ; stratification
[en] Values and attitudes towards schooling – as the core concepts of this research – are increasingly recognized as important factors affecting educational achievement and attainment. Values of Education (VoE) are conceptualised along the five instrumental goals outlined in the social production function theory by Lindenberg (1991; Ormel et al., 1999). School alienation (SAL) is defined as negative attitudes towards academic domains of schooling, namely teachers and learning (Hascher & Hadjar, 2018: 179). Based on the assumption that SAL depicts a process intensified over the course of secondary education (Finn, 1989), this dissertation finds evidence for developmental trends between grade seven and grade eight comparatively across country settings and to show how educational contexts and the perceived VoE affect SAL. This sociological study provides an in-depth comparison of the stratified school systems of Luxembourg and of the Canton of Berne (Switzerland) based upon newly-collected panel data of the international research project School Alienation in Switzerland and Luxembourg (SASAL) (N = 465/508). Following the distinction of primary and secondary effects of social origin by Boudon (1974), these core concepts are discussed in the frames of Bourdieu’s (1982 [1979], 1992) habitus theory, emphasizing the transmission of cultural capital in families, and of rational choice approaches (e.g. Esser, 1999). Moreover, theoretical approaches on disparities structured by gender (e.g. Breen et al., 2010) and migration background (Kristen & Dollmann, 2010) as well as further axes of educational inequalities are considered to explain found differences in students’ educational values and attitudes towards schooling.
The validation of the measurement instrument of VoE by means of factor analysis indicates four dimensions of VoE among school students in these contexts: stimulation as an intrinsic value, comfort and status related to standards of living and future career goals, behavioural confirmation in terms of expectations of significant others, and the social goal affection. Structural equation models demonstrate that the lower value of stimulation through education among boys mediates their higher level of SAL across country contexts. Yet, a higher value of comfort/status among students increases the development of negative attitudes. Whereas immigrant students’ higher behavioural confirmation in the Canton of Bern backs the immigrant optimism thesis (Kao & Tienda, 1995), immigrant students in Luxembourg reveal a general lower VoE and are more alienated from teachers. Contextual effects estimated in multilevel models explain the higher prevalence of alienation from learning in Luxembourgish classrooms. Within the stratified and segregated secondary schooling, students in the academic track are more alienated compared to students in technical secondary education. This result contradicts the differentiation–polarization theory (Van Houtte, 2006) in the context of Luxembourg. On the other hand, in Berne, alienation from learning does not differ between school tracks, but is overall lower in the less segregated, more permeable schools. Classroom composition effects, however, show no clear pattern. In line with prior research, alienation from learning is lower in Luxembourgish classrooms with a higher percentage of immigrant students. With regard to the consequences of SAL, the results show a negative impact of alienation from learning on school achievement in both country settings. Deriving implications, the findings provide some arguments in favour of comprehensive school models.
http://hdl.handle.net/10993/36974
FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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