Literaturnachweis - Detailanzeige
Autor/inn/en | Maaz, Kai; Schroeder, Sascha; Gresch, Cornelia |
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Titel | Primäre und sekundäre soziale Herkunftseffekte beim Übergang in die Sekundarstufe I. Neutralisation sozialer Herkunftseffekte und Konsequenzen auf das Übergangsverhalten. |
Quelle | Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 285-310
PDF als Volltext |
Beigaben | grafische Darstellungen |
Sprache | deutsch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 3-8309-2358-9; 978-3-8309-2358-9 |
Schlagwörter | Empirische Untersuchung; TIMSS (Third International Mathematics and Science Study); Bildungsbeteiligung; Bildungsbiografie; Soziale Herkunft; Arbeiterfamilie; Deutschland; Gymnasium; Kind; Arbeiter; Soziale Herkunft; Datenanalyse; Schulklasse; Wirkung; Heterogenität; Bildungsbeteiligung; Kind; Schuljahr 04; Schulklasse; Sekundarstufe I; Übergang; Gymnasium; Schülerleistung; Datenanalyse; Arbeiter; Arbeiterfamilie; Forschungsstand; Heterogenität; Wirkung; Deutschland |
Abstract | This chapter analyzes primary and secondary background effects at the transition from elementary to lower secondary education. Specifically, it examines how neutralizing primary and secondary background effects can be expected to impact working class students' enrolment in the academic-track "Gymnasium". Elimination of primary effects corresponds to a hypothetical situation in which the same distribution of performance is assumed for students from working-class families as for students from professional-class families. Elimination of secondary effects corresponds to a hypothetical situation in which the same proportion of equally performing students from working-class families as from professional-class families transfers to "Gymnasium". Results show that eliminating secondary effects leads to a more pronounced increase in the proportion of working-class students attending "Gymnasium" than does eliminating primary effects. Further analyses indicate that efforts to minimize solely primary or secondary background effects will be ineffective and inefficient because either a large group of high-achieving students will not enter "Gymnasium" (elimination of primary effects) or a considerable proportion of weaker students will enter "Gymnasium" (elimination of secondary effects). Finally, results showed that it is only when primary and secondary effects are both reduced simultaneously that the impact is maximal and larger than would be expected for each separate reduction. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2010/4 |