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Autor/inArps, Sebastian
TitelProlonging inequality? Education in Germany after unification.
QuelleIn: Journal of education policy, 20 (2005) 2, S. 159-188    Verfügbarkeit 
BeigabenLiteraturangaben
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0268-0939
SchlagwörterVergleichsuntersuchung; Chancengleichheit; Soziale Benachteiligung; Bildungswesen; Deutschland; Deutschland-BRD; Deutschland-DDR
AbstractThis research examines educational stratification cross-nationally through the context of German division and unity. Drawing upon representative German Social Survey (ALLBUS) data from 1991 to 1998 on cohorts schooled in the 1980s and 1990s, the analysis explores educational inequality at the secondary school level with respect to social origins and gender in four settings: the late state socialist German Democratic Republic, the immediate pre-unification Federal Republic of Germany, and the two halves of a now-united Germany. The pre-unification settings differ structurally - in the extent and timing of educational differentiation - and ideologically. Post-unification eastern Germany is a case of sudden, top-down structural reform, with a high degree both of cultural continuity and continuity of teaching personnel. The study finds that women's disadvantage in educational attainment has disappeared at the secondary level; indeed, man now face a disadvantage at this level. However, no major changes have occurred with respect to social origins. The children of workers and less educated parents were extremely disadvantaged in both East and West Germany prior to unification, surprisingly, perhaps, even more so in East Germany. Despite dramatic reform and expansion of the university-preparatory curriculum in eastern states since unification, inequality in educational attainment remains stable. Interestingly, the children of small-scale proprietors were particularly advantaged under German state socialism, and in eastern states in the 1990s they maintain a substantial but more moderate advantage over working-class peers. The paper concludes with a discussion of possible underlying reasons for the lack of variation in the parameters of educational inequality in the face of such varied and changing institutions and ideologies. (DIPF/Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2005/3
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