EMI in Germany. Qualitative differentiation in a tracked education system.

Autor/inn/en	Weiss, Felix; Schindler, Steffen
Titel	EMI in Germany. Qualitative differentiation in a tracked education system.
Quelle	In: American behavioral scientist, 61 (2017) 1, S. 74-93Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-7642; 1552-3381
DOI	10.1177/0002764216682811
Schlagwörter	Soziale Ungleichheit; Deutschland; Bildungssystem; Soziale Ungleichheit; Universität; Bildungssystem; Hochschule; Schulentwicklung; Studienanfänger; Ranking; Schulentwicklung; Sekundarbereich; Ranking; Universität; Hochschule; Studienanfänger; Deutschland
Abstract	This article discusses effectively maintained inequality considering two different examples from the Germany education system: secondary school attainment and enrolment in highly ranked universities among freshmen. In our analyses of secondary school attainment, we investigate whether considering differentiation in upper secondary education leads to other conclusions than restricting the analyses to the conventional distinction between the traditional degree levels. In our analyses of university choice, we investigate whether the introduction of university ranking lists has created a new qualitative dimension of inequality in the German higher education system (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2