Auf dem Weg zu einer raumorientierten Schulsystemforschung. Was können raumsensible Sozialtheorien für empirische Analysen regionaler Bildungsdisparitäten leisten?

Berkemeyer, Nils; Hermstein, Björn; Manitius, Veronika

doi:10.25656/01:16705

Cited by 2 publications

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“…Theoretically, these spatial differences can be accounted for by, among other things, the interconnection of actions and structures [31]. Thus, individual educational decisions may be influenced by the specific institutional structures of a space at a given time, and vice versa [9,10,16,[32][33][34]. Based on previous research, this means that regional disparities in educational expansion, as observed across German states over time, can be explained by general social modernization processes (macro level), changes in social structure (micro level), and educational policy reforms (meso level).…”

Section: Theoretical Approaches and Previous Researchmentioning

confidence: 99%

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

Helbig

Sendzik

2022

Education Sciences

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The aim of this study is to empirically investigate the reasons for regional disparities in educational expansion in Germany (i.e., rising rates of general university entrance qualification) on the basis of theoretically relevant influencing factors: changes in school policies, changes in social structure, or general social modernization processes. We pay special attention to the legal framework of schools, which has changed at different times in the German states. Our analysis is based on data from the National Educational Panel Study and on a database on the development of schooling regulations in the German states after World War II. For the analysis, we use two-way crossed random-effects models. Our analyses show that the modernization of school structures is only associated with increasing individual opportunities to access higher school education. However, this association disappears when controlling for social structure and cohort sequence. Rather, the educational expansion of the recent decades is characterized by a changed social structure and, in small parts, by general social modernization processes. In light of our findings, we argue that educational policy adapts school structures to societal changes, opens up new opportunities, yet at the same time reproduces and exacerbates educational inequality.

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Section: Theoretical Approaches and Previous Researchmentioning

confidence: 99%

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

Helbig

Sendzik

2022

Education Sciences

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Socio-Spatial Conditions of Educational Participation: A Typology of Municipalities in the Canton of Zurich

Bayard¹,

Imlig²,

Schmid³

2022

Education Sciences

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The Canton of Zurich is characterized by strong socio-spatial polarization typical for large and dynamic metropolitan areas. A helpful way to depict spatial dimensions is spatial typologies. Existing spatial categorizations of the Canton of Zurich are limited for education because they focus primarily on economic factors, which are not the only predictors of educational behavior and success. In this paper, we develop a typology of municipalities in the Canton of Zurich that is useful for educational analyses and administrative activity. Theoretically, we consider socio-spatial structures as opportunities and constraints of the spatial and social contexts related to educational participation. We differentiate between two levels: socioeconomic composition and regional structures. The socioeconomic composition of a neighborhood is assumed to influence the way residents think and act through social interactions. Regional structures refer to the variation in the specificity and accessibility of institutional settings of the labor market, the education system, and extracurricular stimulation. The analyses are based on official statistics. We use factor analysis to identify the main components within the two levels. Their combination results in a spatial typology consisting of five types. They show significant differences in indicators of educational participation, which illustrates the relevance of the typology for the education sector.

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Auf dem Weg zu einer raumorientierten Schulsystemforschung. Was können raumsensible Sozialtheorien für empirische Analysen regionaler Bildungsdisparitäten leisten?

Cited by 2 publications

References 0 publications

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

Socio-Spatial Conditions of Educational Participation: A Typology of Municipalities in the Canton of Zurich

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