Peer group, educational distinction and educational biographies

Abstract

The article presents selected results of a reconstructive study on the significance of the peer group for children’s educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first shown how, in general, groups of friends in different social contexts exert influence on the children’s school careers. In a second part, the text pursues the question of how children produce social inequality themselves, what processes of distinction they practise and on the basis of which traits and criteria. Thereby the study demonstrates that internal and external distinction practices refer to entirely different concepts of achievement.

Alba, a Girl Who Successfully Overcomes Barriers of Intellectual Disability Through Dialogic Literary Gatherings

“…Biographies have also been used in academic contexts to understand the processes of social integration or distinction among peer groups, which are related to the processes of school differentiation in certain school systems and lead to the reproduction of educational inequality (Krüger, Köhler, Pfaff, & Zschach, 2011). In addition, collective biographies have shed light on how schooling processes contribute to the construction of students' subjectivities within classroom discourses (Connor, Newton, Pennisi, & Quarshie, 2004).…”

“…The biography has been used as a useful research method for understanding the impact of individual long-term conditions-such as illness and surgery-on children and youth, as well as their families (Bray, Kirk, & Callery, 2014); therefore, it could be successfully used to understand the impacts of intellectual disabilities, which are permanent conditions that influence individuals' life stories. Biographies have also been used in academic contexts to understand the processes of social integration or distinction among peer groups, which are related to the processes of school differentiation in certain school systems and lead to the reproduction of educational inequality (Krüger, Köhler, Pfaff, & Zschach, 2011). In addition, collective biographies have shed light on how schooling processes contribute to the construction of students' subjectivities within classroom discourses (Connor, Newton, Pennisi, & Quarshie, 2004).…”

Study review on the use of the documentary method in the field of research on and in schools in English-speaking scientific contexts

“…Whereas one study focusses on the career paths of teachers' aspirations to become principals (Bobeth-Neumann 2014), the other studies address students' transitions. Transitions in everyday school practice and underlying micro-rituals are discussed (Göhlich & Wagner-Willi 2003), as are changes in peer relationships among students when transferring from one educational system to another (Krüger et al 2008). School-to-work transitions among younger women with migration backgrounds (Schittenhelm 2010) and school-to-work transitions in the context of vocational educational (Köhler 2017) were also researched.…”

“…Michael Göhlich and Monika Wagner-Willi (2003) found differences with regard to every day school life among students who were changing schools and point out how cultural differences were evident when performing everyday rituals. In their case study, Heinz-Hermann Krüger et al (2008) traced the development of two girls and focused on the relationship of change in peer culture and school. Whereas the peer culture of the one girl mirrored her attitude toward school, the other girl considered her peer world to be an escape from school and lessons.…”

Does Vocational Education at Regular Schools Matter? – A Longitudinal Case Study of Students’ Experiences with Vocational Orientation Programs

“…Aylin Demir gave Interviews and attended group discussions with her friends at 5th, 7th and 9th grade, which were originally acquired for the research project "Peer groups and selection processes"(Krüger et al 2011). During the group discussion at 5th grade she mentioned that her father forgot the registration for a comprehensive school and visiting the low-level school was the only option left and not her wish.…”