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| Autor/in | Schwarzweller, Harry K. |
|---|---|
| Titel | Scholastic Performance and the Structuring of Ambition: A Comparative Study. |
| Quelle | (1974), (37 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Academic Aspiration; Area Studies; Comparative Analysis; Foreign Countries; Grade Point Average; National Norms; Parent Role; Residence Requirements; Rural Areas; Secondary School Students; Sex Discrimination; Social Discrimination; Germany; Norway; United States |
| Abstract | This conceptual educational framework considers: (1) the idiosyncracies of national educational structures in Germany, Norway, and the United States in regions which represent a wide range of rural socioeconomic circumstances,and (2) scholastic rank as a determinant of ambition and as a sorting-out mechanism. Social inequalities resulting from discriminatory patterns based upon sex, social class, and place of residence were explored. The U.S. case focused on high school seniors and their plans for college; the German phase dealt with "Volksschule" (elementary) students and their plans for further schooling, and secondary school students and their plans to attain the "Abitur" (university preparation). The Norwegian phase dealt with "ungdomsskole" (comprehensive intermediate) pupils and their plans to enter the gymnas (secondary), and gymnas students and their plans to go on to the university. Scholastic performance level, the independent variable, was measured by cumulative grade average. U.S. schools consistently and to a marked degree ranked girls over boys. In the Norwegian and German schools, although this sex discrimination pattern also existed, it was of far lesser magnitude. Social class origin manifested a strong effect in the U.S. and Norwegian cases, but was insignificant in Germany. It was concluded that sex biasing is more evident in the U.S. case, with girls being favored within the secondary school, and boys gaining a considerable advantage at the point of transition to higher education. (KM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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