Social background.

Autor/inn/en	Watermann, Rainer; Maaz, Kai; Bayer, Sonja; Roczen, Nina
Titel	Social background.
Quelle	Aus: Kuger, Susanne (Hrsg.); Klieme, Eckhard (Hrsg.); Jude, Nina (Hrsg.); Kaplan, David (Hrsg.): Assessing contexts of learning. An international perspective. Cham, Switzerland: Springer (2016) S. 117-145 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Methodology of Educational Measurement and Assessment
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-45356-9; 978-3-319-45357-6
DOI	10.1007/978-3-319-45357-6_5
Schlagwörter	Kultur; Empirische Forschung; Feldforschung; Bildungsniveau; Soziale Interaktion; Beruf; Einkommen; Eltern; Feldforschung; Klassifikation; Schüler; Schule; Theorie; Internationaler Vergleich; Kultur; Bildungsniveau; Leistungsmessung; Empirische Forschung; Ranking; Eltern; Schule; Schüler; Schülerleistung; Ranking; Demografische Daten; Sozioökonomische Lage; Einkommen; Finanzen; Sozialkapital; Beruf; Kulturelle Aktivität; Internationaler Vergleich; Einflussfaktor; Klassifikation; Leistungsmessung; Theorie; PISA (Programme for International Student Assessment)
Abstract	Assessing and measuring students' social background characteristics and relating their background data to achievement is pervasive in international large-scale assessments (ILSAs). [This] review focuses on two strains of research: the use of socio-economic status (SES) on the one hand, and the use of cultural and social capital on the other. With regard to SES, [the authors] provide a brief overview of theoretical concepts, contrasting unidimensional and multidimensional views. [They] discuss the variety of measures of SES that researchers use in their studies, highlighting the lack of consensus on their conceptual meaning and measurement. [The authors] then outline how key indicators of SES (e.g., parental occupation, parental education, parental income) are assessed in ILSAs. This is followed by a section on the quality of students' reports of parent's SES characteristics. With regard to cultural and social capital [they] discuss the mechanisms that underlie the relationship between social background and students' achievement. In addition, [the authors] give a brief overview of research applying the theory of cultural and social capital in the context of ILSAs. Finally, practical implications for the assessment of social background characteristics in ILSA are discussed, and recommendations are offered. Some of these background characteristics were tested in the PISA 2015 field trial. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/3