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Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inwieweit Leistungsdifferenzierung (bzw. ability tracking) Bildungsungleichheit beeinflusst, wird kontrovers diskutiert. Die vorliegende Studie untersucht, wie die Stringenz von Leistungsdifferenzierung (z. B. erzeugt durch verbindliche Übergangsempfehlungen) mit der Effizienz von Lernprozessen und sozialer Ungleichheit in der Sekundarstufe zusammenhängt. Den theoretischen Ausgangspunkt bildet eine kritische Betrachtung des „Model of Ability Tracking" (MoAbiT) von Hartmut Esser. Empirische Analysen von Daten aus zwei IQB-Bildungstrendstudien stellen folgende Hauptannahmen des MoAbiT in Frage: Erstens, dass Sekundarschulklassen bei strikter Leistungsdifferenzierung kognitiv homogener zusammengesetzt sind und zweitens, dass kognitive Homogenität mit höheren schulischen Kompetenzen assoziiert ist. In Bezug auf die Auswirkungen von Leistungsdifferenzierung auf soziale Disparitäten zeichnet die vorliegende Arbeit ein gemischtes Bild. Ob strikte Leistungsdifferenzierung – wie im MoAbiT postuliert – Lernprozesse erleichtert und Bildungsungleichheit reduziert, bleibt angesichts der Befunde fraglich. How ability tracking affects student achievement and educational inequality is a key question in the sociology of education. This study examines how the strictness of ability tracking (e. g., created through binding teacher recommendations) relates to students' scholastic performance and socioeconomic achievement gaps. The starting point is a critical reflection on Hartmut Esser's 'Model of Ability Tracking' (MoAbiT). Analyses of two IQB Trends in Student Achievement studies question the following fundamental assumptions proposed by the MoAbiT: first, that strict ability tracking fosters cognitive homogeneity among students within school classes and, second, that cognitive homogeneity associates positively with scholastic performance. The present study's results concerning the effects of strict ability tracking on socioeconomic achievement gaps are mixed. These findings challenge the MoAbiT's key premise, which suggests that ability tracking is an effective measure to improve student achievement and reduce educational inequality. [ABSTRACT FROM AUTHOR]

Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rassismus als gesellschaftliches Machtverhältnis ist in allen Bereichen des alltäglichen Zusammenlebens eingeschrieben und wirksam. Auch Bildungsinstitutionen wie die Universität und Schule wirken in diesem Verständnis als machtvolle Orte der (Re-)Produktion von rassismusrelevanten Differenz- und Ungleichheitsverhältnissen. Um diesen kritisch-reflexiv entgegenwirken und präventiv begegnen zu können, bedarf es einer strukturell verankerten, disziplinübergreifenden rassismuskritischen Sensibilisierung von (angehenden) Lehrkräften im Zuge ihrer Professionalisierung. Wenngleich rassismuskritische Perspektiven in den Sozial-, Bildungs- und Erziehungswissenschaften sowie in einzelnen Fachdidaktiken mittlerweile Berücksichtigung finden, steht eine Implementierung rassismuskritischer Bildungsarbeit als Querschnittsaufgabe in der Lehrkräftebildung bislang noch aus. An der Leibniz Universität Hannover wurden im Kontext einer heterogenitätssensiblen reflexiven Lehrkräftebildung im Rahmen der „Qualitätsoffensive Lehrerbildung“ (QLB) verschiedene Differenzlinien theoretisch erarbeitet und entlang des Leitbilds der Reflexiven Handlungsfähigkeit Ziele für die inklusive Lehrkräftebildung konkretisiert. Daran anknüpfend diskutieren wir in diesem Beitrag die Herstellung rassismusrelevanter Differenzen im Kontext von schulischen Exklusionsprozessen und daraus resultierende rassismuskritische Perspektiven für die Lehrkräftebildung. Dafür werden infolge einer einleitenden Einordnung der Begriffe „Rasse“ und race im Kontext von Rassismuskritik (Kap. 2) sowie der theoretischen Einführung in das Verständnis von Rassismus als gesellschaftliches Machtverhältnis (Kap. 3), die schulische Relevanz von Rassismuskritik multiperspektivisch skizziert (Kap. 4) sowie konkrete Ansätze und Ziele für eine rassismuskritische Lehrkräftebildung (Kap. 5) formuliert.

Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to address the question of contributing factors to educational inequality in the perceived effectiveness of religious education, drawing on Bourdieu's theory of capital. A multiple linear regression model was calculated to examine the influence of 'religious capital', comprising religious affiliation, childhood experiences with religion, and church religiosity. The results highlight the significant impact of religious capital on the perceived effectiveness of religious education. Notably, the findings gain relevance given the context that not only students affiliated with a specific religion attend religious education, but also the number of non-religiously socialized children and those with no religious affiliation is steadily increasing. [ABSTRACT FROM AUTHOR]

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Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der sozialen Schulklassenzusammensetzung und (c) der frühkindlichen Bildung zurückgeführt werden kann. Es zeigt sich, dass in Ostdeutschland geringere oder teilweise keine einwanderungsbezogenen Bildungsdisparitäten bestehen, es ergeben sich sogar Bildungsvorteile für Jugendliche der zweiten Einwanderungsgeneration im Gymnasialbesuch. Ferner ist die geringere einwanderungsbezogene Ungleichheit in der Gymnasialbeteiligung und Lesekompetenz in Ostdeutschland auf geringere einwanderungsbezogene Ungleichheit in der sozialen Herkunft und sozialen Komposition der Schulklassen zurückzuführen. Using data from the IQB country comparisons and educational trends from 2008/2009, 2012 and 2015, this article examines whether (1.) disparities in educational participation and reading competencies among students from immigrant and non-immigrant families are less pronounced in East Germany than in West Germany and (2.) whether and to what extent the lower ethnic educational inequality in East Germany can be attributed to smaller differences in (a) social origin, (b) social composition of school classes, and (c) early childhood education. Descriptively, it shows that there are significantly fewer or no ethnic educational disparities in East Germany. We even find advantages for student of the second immigrant generation in participating in upper secondary schools. Multivariable analyses show that the lower ethnic inequality in educational participation and reading competencies in East Germany is mainly due to lower ethnic inequality in social origin and the social composition of the school classes. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Demografische Veränderungen und der Ausbau der lokalen Schulstruktur sollten aus meritokratischer Perspektive keinen Einfluss auf die Bildungschancen haben. In diesem Beitrag zeigen wir jedoch, dass die Wahrscheinlichkeit eines Förderschulbesuchs mit diesen systemischen Aspekten zusammenhängt. So zeigen wir, dass der starke Bevölkerungsrückgang in Ostdeutschland zu einem ebenso starken Anstieg der Förderschulquoten geführt hat. Darüber hinaus können wir mit Fixed-Effects-Modellen für die deutschen Kreise von 1995 bis 2017 zeigen, dass lokale demografische Entwicklungen und der Ausbau des Förderschulnetzes auch außerhalb demografischer Ausnahmeerscheinungen mit der Förderschulquote im Zusammenhang stehen. Hinter unseren Ergebnissen vermuten wir ein Selbsterhaltungsinteresse des Förderschulsystems, das sich zudem seit der Ratifizierung der UN-Behindertenrechtskonvention (UN-BRK) in einem „Wettbewerb" mit den allgemeinen Schulen um ausreichend Kinder befindet. From a meritocratic point of view, demographic change and the local school structure should not influence educational opportunities. In this study, we can demonstrate for the German counties (Kreise) from 1995 to 2017 that the probability to enroll in a special school is associated with those systemic aspects. By means of fixed-effect models, we can show that the stark demographic change in east Germany is linked to rising segregation rates in special schools. Even outside such extraordinary demographic trends, we can demonstrate, that the local school system and demographic change is linked to segregation rates. With respect to underlying mechanisms, we argue that special schools strive for self-preservation when cohort sizes decline. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses in a historical perspective the connection between primary school reports and educational inequality. With a focus on the young Federal Republic of Germany and based on the analysis of instruments that aimed to conduct the assessment practice of teachers, the article comes to the following conclusions: Firstly, that psychologists played an important role with regard to conception of these instruments, with the set goal of optimizing the teachers' assessment practice in order to ensure the best possible fit between the school child and the secondary school (Gymnasium). Secondly, that these instruments were based on certain aptitude categories and criteria, as well as profiles of a specific Gymnasium child. Thirdly, that these categories, criteria, and profiles would show typological and static traits that were particularly susceptible to discrimination. [ABSTRACT FROM AUTHOR]

Als Konsequenz der Covid-19-Pandemie und der damit verbundenen Schulschließungen in Deutschland fordern Expert*innen aus Wissenschaft, Bildungspolitik und Bildungsverwaltung eine verstärkte Thematisierung von demokratischer und (trans)kultureller Bildung in Schulen sowie neue Strategien zur Umsetzung von Bildung für nachhaltige Entwicklung. Der vorliegende Beitrag wendet sich der Thematik zu und diskutiert die Relevanz der Vermittlung von Aspekten der demokratischen und (trans)kulturellen Bildung sowie der Bildung für nachhaltige Entwicklung zu Zeiten der globalen Pandemie sowie ein daraus resultierendes Dilemma: die Notwendigkeit von Erziehung einerseits (Erhalt der Gesellschaft) und die Unmöglichkeit von Erziehung andererseits (freie Entfaltung einer eigenen Persönlichkeit).

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Am Übergang in nachobligatorische Ausbildungsgänge durchlaufen viele Jugendliche in der Schweiz eine sogenannte Übergangslösung oder ein Brückenangebot wie z. B. ein zehntes Schuljahr. Wir beleuchten in diesem Beitrag zum einen, wie schulische, individuelle, familiäre und systemische Kontextfaktoren den Übertritt in solche Brückenangebote beeinflussen. Zum anderen gehen wir der Frage nach, wie sich ein verzögerter Einstieg über ein Brückenangebot auf die Chance auswirkt, eine Ausbildung auf Sekundarstufe II zu beginnen bzw. abzuschliessen. Auf der Basis der TREE-Daten modellieren wir zunächst die interessierenden Übertrittsprozesse mittels einer multinomialen logistischen Regression, um dann mittels Propensity Score Matching deren Wirkung auf die nachobligatorischen Bildungschancen abzuschätzen.

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Dieser Artikel untersucht auf der Basis der Daten des Nationalen Bildungspanels (NEPS) die langfristige Entwicklung der Mobilitätsprozesse zwischen dem akademischen und nicht-akademischen Schulzweig im allgemeinen Schulsystem in Westdeutschland und im wiedervereinigten Ostdeutschland. Die Analysen basieren auf logistischen Regressionen. Es wird ein multidimensionales Herkunftskonzept verwendet. Die Ergebnisse zeigen, dass es heute noch immer mehr Abwärts- als Aufwärtsmobilität im allgemeinen Schulsystem in Westdeutschland gibt. Insgesamt sind die Mobilitätsraten zwischen den Schulzweigen generell sehr niedrig. Kinder hochgebildeter Eltern und aus Herkunftsfamilien mit hohem Status steigen in Westdeutschland häufiger vom nicht-akademischen zum akademischen Schulzweig auf. Außerdem steigen vor allem Kinder niedrig gebildeter Eltern in Westdeutschland und im wiedervereinigten Ostdeutschland eher vom akademischen zum nicht-akademischen Schulzweig ab. Using data from the National Educational Panel Study (NEPS), this article investigates how frequent between-track mobility is in the general education system in West Germany and in East Germany after unification. Implementing a multidimensional approach to social background, this paper examines social origin and gender differences in moving up to the academic track in West Germany or down to the non-academic track in West Germany and in East Germany after unification. The empirical evidence indicates that downward mobility is more common than upward mobility in West Germany. Moreover, there is not much overall mobility between the academic and non-academic tracks in the general education system. In addition, it could be shown that children from families with a higher educational background and higher social status background are more likely to move up from the non-academic to the academic track in West Germany. Children from families with a lower educational background in West Germany and in East Germany after unification are more likely to move downwards. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)