Soziale Ungleichheiten beim Übergang ins Studium und im Studienverlauf

Lörz, Markus

doi:10.1007/978-3-658-14999-4_16

Cited by 10 publications

(2 citation statements)

References 40 publications

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“…Still, in these countries, it might be worthwhile to examine the predictive power of parents' ITs for educational decisions such as course and track choices in the context of in-school tracking or for decisions about public or private schools. In addition, it would be interesting to examine the role that ITs play for later educational decisions, such as whether to attend university, where parents' socioeconomic status and related variables still have a major impact (see Giani, 2015;Lörz, 2017).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into

Matthes

Stoeger

2023

Soc Psychol Educ

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The few studies about whether parents’ implicit theories about ability (ITs) predict their children’s academic success and relevant parental behavior have produced mixed results. In response, research suggested that parents’ ITs might be more important in contexts that make children’s intellectual potential salient. Therefore, we investigated the role of parents’ ITs in such a situation: After fourth grade in Bavaria, Germany, students are tracked into one of three secondary school types (one university-track and two non-university-track) depending on their grades (in mathematics, German, and basic science). First, we examined if parents’ ITs predicted whether their children achieved the required grade average for a university-track school (that requires the highest grades). Second, because not all parents whose children achieved this threshold sent them to university-track schools, we investigated among the parents whose children had achieved the university-track threshold grade average whether parents’ ITs predict their track choice. Participants were 578 fourth-graders and their parents. Parents’ educational level was controlled for in all analyses. As expected, children of parents with a more incremental theory were more likely to achieve the university-track threshold grade average. For those children who achieved that threshold, parents with a more incremental theory were more likely to actually send their children to university-track schools. This effect was moderated by grade average. These results suggest that parents’ ITs may indeed be more important in contexts that make children’s intellectual potential salient, such as tracking decisions—especially if children’s achievement raises even slight doubts about whether they will succeed.

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Section: Limitations and Future Researchmentioning

confidence: 99%

Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into

Matthes

Stoeger

2023

Soc Psychol Educ

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“…Areas being investigated include the role of support structures for students (e.g., Smith, 2007;Unangst & Streitwieser, 2018), the governance of diversity at universities (e.g., Linde & Auferkorte-Michaelis, 2018), students' experiences of discrimination (e.g., Hopkins, 2011;Lee & Rice, 2007;Stern et al, 2018), and students' success, progression, and practices. (e.g., Lange-Vester & Sander, 2016;Lörz, 2017;Nairz-Wirth et al, 2017). While internationally research on HE teaching and its dealing with diversity has a much longer tradition (e.g., Gay, 2014), this field is increasingly researched in the German context, focusing primarily on selected socio-structural categories of difference (e.g., gender, social origin, ethnicity).…”

Section: State Of Researchmentioning

confidence: 99%

Students’ Differences, Societal Expectations, and the Discursive Construction of (De)Legitimate Students in Germany

Bernhard

2021

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At higher education institutions (HEI), which for centuries served only to educate the elite, the composition of the student body is increasingly changing towards greater social and cultural diversity. Students’ differences are also the focus of this article, but not with a specific emphasis on preselected categories. Instead, the article asks how students in teaching in higher education (HE) are represented in the print media and professional discourse in Germany, i.e., which categories of difference are constructed as relevant in HE teaching contexts, which are normalized and (de)legitimized, and what is expected of HEI concerning these differences. Second, to what extent does this change over time, particularly concerning the new circumstances of Corona‐based digital teaching in 2020? The contribution is based on a combination of discourse theory and neo‐institutional organizational sociology. Discourses are a place where social expectations towards organizations are negotiated and constructed. Simultaneously, the discourses construct a specific understanding of HE, making visible openings and closures concerning different groups of students. Which students are constructed as legitimate, desirable, at risk of dropping out, or a risk for HE quality? Based on qualitative content analysis, the article shows that it is less the traditional socio‐structural categories such as gender, social or ethnic origin, or impairments, that are discussed to be relevant in HE teaching contexts. The reproduction of inequality and the associated discrimination is hardly discussed. The focus is instead on the students’ differences concerning individualizable characteristics, competencies, or study practices. Even though many of these individualized differences are conveyed via socio‐structural categories, this connection is often not considered in the discourses.

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Der Masterabschluss als neues Distinktionsmerkmal? Konsequenzen der Studienstrukturreform für herkunftsbedingte Einkommensungleichheiten

Lörz

Leuze

2019

Bildungs- Und Berufsverläufe Mit Bachelor Und Master

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Soziale Ungleichheiten beim Übergang ins Studium und im Studienverlauf

Cited by 10 publications

References 40 publications

Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into

Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into

Students’ Differences, Societal Expectations, and the Discursive Construction of (De)Legitimate Students in Germany

Der Masterabschluss als neues Distinktionsmerkmal? Konsequenzen der Studienstrukturreform für herkunftsbedingte Einkommensungleichheiten

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