Socioeconomic Inequality and Student Outcomes in German Schools

Entorf, Horst; Davoli, Maddalena

doi:10.1007/978-981-13-9863-6_4

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…The highest educational attainment of both parents was included in the form of two dummy variables. The reference category for these was that neither parent had obtained a university entrance qualification (Abitur; the secondary school leaving certificate that qualifies the holder to study at a university in Germany; see Entorf & Davoli, 2019). The first dummy variable indicated whether at least one parent had obtained a university entrance qualification while at the same time neither of them had obtained a university degree.…”

Section: Parent's Educationmentioning

confidence: 99%

“…These educational decisions derive importance from their impact on the extent of students' learning gains and their future educational and occupational opportunities (Dronkers & Robert, 2008;Schnepf, 2002). In Germany, for example, only university-track secondary schools offer students a direct route to university education, whereas the other types of secondary schools generally track students towards trades and less academically demanding forms of tertiary education (see Entorf & Davoli 2019). Research examining the parental factors that predict parents' choice of university-track secondary school (see Stocké et al, 2011) has focused primarily on the role of parents' socioeconomic background, and found that parents with higher socioeconomic status (usually measured in the form of educational level, occupational prestige and income) are more likely to send their children to university-track schools (Ditton et al, 2005;Ditton & Krüsken, 2006;Pietsch & Stubbe, 2007;Schneider, 2008;Schnepf, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…We therefore examined the predictive power of parents' ITs regarding children's academic achievement and parents' educational decisions in such a context: the transition into secondary education in the German federal state of Bavaria. Here, after fourth grade, the vast majority of children is either tracked into a university-track school (Gymnasium), whose completion qualifies students to attend university, or into one of two non-university-track (vocational-track) school types (Realschule and Mittelschule; for more details about the German secondary school system, see Entorf &Davoli, 2019 andPowell &Solga, 2011). As a prerequisite for getting tracked into university-track secondary education in Bavaria, children need to achieve a minimum grade average in the subjects of German, mathematics, and basic science (see Staatsinstitut für Schulqualität und Bildungsforschung München, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into

Matthes

Stoeger

2023

Soc Psychol Educ

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The few studies about whether parents’ implicit theories about ability (ITs) predict their children’s academic success and relevant parental behavior have produced mixed results. In response, research suggested that parents’ ITs might be more important in contexts that make children’s intellectual potential salient. Therefore, we investigated the role of parents’ ITs in such a situation: After fourth grade in Bavaria, Germany, students are tracked into one of three secondary school types (one university-track and two non-university-track) depending on their grades (in mathematics, German, and basic science). First, we examined if parents’ ITs predicted whether their children achieved the required grade average for a university-track school (that requires the highest grades). Second, because not all parents whose children achieved this threshold sent them to university-track schools, we investigated among the parents whose children had achieved the university-track threshold grade average whether parents’ ITs predict their track choice. Participants were 578 fourth-graders and their parents. Parents’ educational level was controlled for in all analyses. As expected, children of parents with a more incremental theory were more likely to achieve the university-track threshold grade average. For those children who achieved that threshold, parents with a more incremental theory were more likely to actually send their children to university-track schools. This effect was moderated by grade average. These results suggest that parents’ ITs may indeed be more important in contexts that make children’s intellectual potential salient, such as tracking decisions—especially if children’s achievement raises even slight doubts about whether they will succeed.

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Section: Parent's Educationmentioning

confidence: 99%