The many (subtle) ways parents game the system. Mixed-method evidence on the transition into secondary-school tracks in Germany.

Autor/inn/en	Dumont, Hanna; Klinge, Denise; Maaz, Kai
Titel	The many (subtle) ways parents game the system. Mixed-method evidence on the transition into secondary-school tracks in Germany.
Quelle	In: Sociology of education, 92 (2019) 2, S. 199-228Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0038-0407; 1939-8573
DOI	10.1177/0038040719838223
URN	urn:nbn:de:0111-pedocs-177596
Schlagwörter	Empirische Untersuchung; Forschungsmethode; Mixed-Methods-Design; Narratives Interview; Pfadanalyse; Bildungsaspiration; Soziale Ungleichheit; Reproduktion; Soziale Herkunft; Familie; Berlin; Deutschland; Eltern; Familie; Gymnasium; Schüler; Soziale Ungleichheit; Reproduktion; Soziale Herkunft; Narratives Interview; Regressionsanalyse; Leistungsbeurteilung; Empfehlung; Forschungsmethode; Schulwahl; Pfadanalyse; Eltern; Schulsystem; Schulwahl; Übergang; Primarbereich; Gymnasium; Sekundarbereich; Integrierte Sekundarschule; Schüler; Leistungsbeurteilung; Schulnote; Schülerleistung; Regressionsanalyse; Sozioökonomische Lage; Sozialkapital; Dokumentarische Methode; Empfehlung; Berlin; Deutschland
Abstract	The authors analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. They do so by combining quantitative data from a large-scale survey and assessment study (N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents (N = 25) collected during the 2010-11, 2011-12, and 2012-13 school years. The quantitative analyses show that students from high-socioeconomic status (SES) families were more likely to enter the academic track than were students from low-SES families, even if they performed equally well on a standardized achievement test, had the same grades in school, and received the same track recommendation from their teachers. The qualitative analyses illustrate the many ways in which parents intervene during the transition process, with high-SES parents having particularly effective ways of getting what they want for their children. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1