The Social Structure on Perception and Attitudes on Education in Switzerland

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2023-03-01 DOI:10.2478/sjs-2023-0009

BÃ©nÃ©dicte Zimmermann, R. Becker

引用次数: 0

Abstract

Abstract The present study investigates the Swiss population’s perceptions of education. The results show that education is rated as very important. While functional and value-rational ideas about education are diferentiated in terms of social structure, there are no diferences related to origin and education for traditional ideas about education. Regardless of actual educational opportunities, disregarding gender and cohort diferences, approval of equal opportunities in the education system is high in all social groups.

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瑞士教育观念与态度的社会结构

摘要本研究调查了瑞士民众对教育的看法。结果表明，教育被认为是非常重要的。虽然功能理性教育观和价值理性教育观在社会结构上存在差异，但传统教育观在起源和教育方面并不存在差异。无论实际的教育机会如何，无论性别和群体差异如何，所有社会群体都高度认可教育系统中的平等机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.