Grading in secondary schools in Germany. The impact of social origin and gender.

Autor/inn/en	Bayer, Michael; Zinn, Sabine; Rüdiger, Christin
Titel	Grading in secondary schools in Germany. The impact of social origin and gender.
Quelle	In: International journal of educational research open, 2 (2021) Art. 100101, 9 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2666-3740
DOI	10.1016/j.ijedro.2021.100101
Schlagwörter	Bildungschance; Chancengleichheit; Soziale Ungleichheit; Sozialer Hintergrund; Sekundarstufe II; Schulnote; Deutschunterricht; Sozioökonomische Bildungschance; IQB (Institut zur Qualitätsentwicklung im Bildungswesen)
Abstract	In the German school system, grades are the essential means of performance feedback and assignment. However, little research has been conducted on the factors that determine grades in addition to competencies, and existing findings are poorly replicated. Using data from the representative IQB Trends in Student Performance 2015 survey, our analysis combined a variety of personal and structural characteristics to examine and replicate grade-determining factors in German. In data analysis, we paid particular attention to the data generation processes. The results are interpreted based on Bourdieu's considerations of habitus and status maintenance and Boudon's primary and secondary effects of social origin. The results tie in with the reproduction-theoretical considerations of Bourdieu and Boudon and illustrate the dependence of grades on students' background characteristics. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1