Bildungswünsche von Eltern und Kindern im Vergleich

Haunberger, Sigrid; Teubner, Markus

doi:10.1007/978-3-531-91982-9_12

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…This discrepancy can also be attributed to evidence indicating that social position and educational aspirations are positively correlated. Therefore, it may be assumed that socially disadvantaged families are less likely to want their children to attend the Gymnasium in the first place (Haunberger and Teubner 2008). In order to go beyond the results of these previous studies, the following analyses will extend the window of observation by several years, as longer running panel data have recently become available.…”

Section: Teacher Recommendations Mismatch and Social Originmentioning

confidence: 99%

Academic track mismatch and the temporal development of well-being and competences in German secondary education

Bittmann¹

2021

Populationyearbook

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.

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Section: Teacher Recommendations Mismatch and Social Originmentioning

confidence: 99%

Academic track mismatch and the temporal development of well-being and competences in German secondary education

Bittmann¹

2021

Populationyearbook

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Determinants of students’ idealistic and realistic educational aspirations in elementary school

Gölz

Wohlkinger

2019

Z Erziehungswiss

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Although the social stratification of educational aspirations is well documented for parents and adolescents, current educational inequality research largely ignores the perspective of children. To learn more about the involvement of children in the emergence and reproduction of social disparities, we examine children's educational aspirations during elementary school. Based on the Wisconsin model, rational choice approaches, and the theory of cultural reproduction, our explorative investigation aims to identify determinants of young students' idealistic and realistic aspirations. We utilize a sample of 4947 third grade students from Starting Cohort 2 of the German National Educational Panel Study (NEPS). The multivariate results indicate that students' aspirations are influenced by their parents' social position and aspirations, whereby the students' self-rated rational choice indicators assert the greatest impact. Keywords Educational aspirations • Elementary school • Rational choice • Theory of cultural reproduction • Wisconsin model Determinanten idealistischer und realistischer Bildungsaspirationen von Kindern im Grundschulalter Zusammenfassung Obwohl die soziale Stratifizierung von Bildungsaspirationen bei Eltern und Jugendlichen gut dokumentiert ist, blendet die gegenwärtige bildungsbezogene Ungleichheitsforschung die Kinderperspektive weitgehend aus. Um mehr über die Beteiligung von Kindern an der Entstehung und Reproduktion sozia

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Bildungswünsche von Eltern und Kindern im Vergleich

Cited by 2 publications

References 12 publications

Academic track mismatch and the temporal development of well-being and competences in German secondary education

Academic track mismatch and the temporal development of well-being and competences in German secondary education

Determinants of students’ idealistic and realistic educational aspirations in elementary school

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