Bildungssysteme im historischen und internationalen Vergleich

Differences in polygenic associations with educational attainment between West and East Germany before and after reunification

“…Accordingly, East and West German educational systems differed significantly in terms of ideological influence, school types, number of compulsory school years, and student selection (Fischer, 1992;Von Below, 2002). The East German educational system prioritized children of industrial and agricultural workers, provided more academic support to low-achieving students, and less academic support to high-performing students (von Below, 2017). Furthermore, non-meritocratic access restrictions were implemented, which admitted students to higher education based on political affiliation rather than academic performance (Fuchs-Schündeln & Masella, 2016).…”

Inequality of Educational Opportunity in East and West Germany: Convergence or Continued Differences?

“…After 1983, the transition to EOS happened after Grade 10 (Winkler 2017). Access to the EOS was strictly regulated, restricted, and based on prior achievement and (especially between 1945 and 1965) on the social class and political engagement of parents (Baske 1990;von Below 2017). Children of industrial and agricultural workers were prioritized, which was in line with socialist doctrine.…”

“…From the mid-1960s, the socialist state sharply reduced the "positive discrimination" of worker children. Those who had benefited from this process, the socialist intelligentsia who had been the first school-leaver cohorts to spend their entire education under the GDR, wanted their children to be equally successful (von Below 2017;Brock 2009). 2 High-performing students with no personal or parental affiliation with the SED and those who exhibited limited socialist attitudes and behaviors had minimal chances of accessing the EOS (von Below 2017;Fischer 1992).…”

“…Those who had benefited from this process, the socialist intelligentsia who had been the first school-leaver cohorts to spend their entire education under the GDR, wanted their children to be equally successful (von Below 2017;Brock 2009). 2 High-performing students with no personal or parental affiliation with the SED and those who exhibited limited socialist attitudes and behaviors had minimal chances of accessing the EOS (von Below 2017;Fischer 1992). Simultaneously, the link between parents' education and SED membership and governmental or administrative positions was marked (Fuller 1999).…”

Education Systems and Inequalities

“…The main reasoning behind this assumption is that the impact of social origin on educational attainment is stronger at a younger age, because time in school is too short to fully compensate for disadvantages in achievement based on resource deficits in the parental home (primary effects of social origin), and early educational decisions are mainly parental decisions (secondary effects). Selection points are prone to social selectivity and a lower probability of children from lower social backgrounds attending upper secondary schooling (Müller et al, 1997;von Below, 2009).…”