"I Am Not a Guinea Pig": Parental Opportunity Hoarding and Tracking Reform in Germany

Autor/inn/en	Apple, Lana; Debs, Mira
Titel	"I Am Not a Guinea Pig": Parental Opportunity Hoarding and Tracking Reform in Germany
Quelle	In: Research in Comparative and International Education, 16 (2021) 1, S.64-82 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499921995786
Schlagwörter	Track System (Education); Case Studies; Outcomes of Education; Correlation; Social Capital; Academic Achievement; Discourse Analysis; Parent Influence; Equal Education; Social Differences; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Educational Change; Parent Participation; Comparative Education; Educational Opportunities; Web Sites; Computer Mediated Communication; News Reporting; Student Diversity; Academic Education; Vocational Education; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Korrelation; Sozialkapital; Schulleistung; Diskursanalyse; Sozialer Unterschied; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Bildungsreform; Elternmitwirkung; Vergleichende Erziehungswissenschaft; Bildungsangebot; Bildungschance; Web-Design; Computerkonferenz; News report; Reportage; Akademische Bildung; Ausbildung; Berufsbildung; Deutschland
Abstract	PISA test data from 2000 to today have shown Germany's education system is one of the most inequitable within the OECD, with high correlations between student background and achievement outcomes. Scholars have identified the highly differentiated school structure, which tracks students as young as 10 years old, as a central cause. This scholarship has not evaluated why German tracking has proved difficult to reform over the last 20 years, despite evidence of negative outcomes. Using a case study of parents' actions in Hamburg, this paper employs a discourse analysis of debates surrounding a tracking reform to argue that opportunity hoarding--that is, parents with more social capital maintaining certain advantages through ingrained systems that are theoretically open to all--may contribute to why Germany's early tracking system persists despite evidence showing that it increases educational inequality. The findings presented have implications for an international discussion of tracking reform and opportunity hoarding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01