Academic Second-Chance Education: Correction or Consolidation of Early Selection?

Q3 Social Sciences

Studia Paedagogica Pub Date : 2023-04-19 DOI:10.5817/sp2022-4-3

Doris Bühler-Niederberger, Claudia Schuchart

{"title":"Academic Second-Chance Education: Correction or Consolidation of Early Selection?","authors":"Doris Bühler-Niederberger, Claudia Schuchart","doi":"10.5817/sp2022-4-3","DOIUrl":null,"url":null,"abstract":" This article develops a theoretical approach by arguing that success in academic secondchance education leading to the eligibility to study is (besides academic achievement) influenced by normative orientations relevant to success acquired during compulsory secondary education. More precisely, we argue that in the highly stratified German school system at secondary level I (years 5 to 10), school-type specific socialization contexts lead to the development of school-type specific normative orientations relevant to success. This contributes to creating unequal starting points for academic second-chance education. Based on this assumption, we develop a theoretical grid using the contrastive analysis of ten interviews with students in their first semester of second-chance education. The results show that existing normative orientations are only partially related to the school type that was previously attended. This raises questions concerning the extent to which there is a normative school socialization effect. However, this study is a first step in using a classic approach of the sociology of education to empirically explore the effects of stratification, which has not been done before.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Paedagogica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/sp2022-4-3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

This article develops a theoretical approach by arguing that success in academic secondchance education leading to the eligibility to study is (besides academic achievement) influenced by normative orientations relevant to success acquired during compulsory secondary education. More precisely, we argue that in the highly stratified German school system at secondary level I (years 5 to 10), school-type specific socialization contexts lead to the development of school-type specific normative orientations relevant to success. This contributes to creating unequal starting points for academic second-chance education. Based on this assumption, we develop a theoretical grid using the contrastive analysis of ten interviews with students in their first semester of second-chance education. The results show that existing normative orientations are only partially related to the school type that was previously attended. This raises questions concerning the extent to which there is a normative school socialization effect. However, this study is a first step in using a classic approach of the sociology of education to empirically explore the effects of stratification, which has not been done before.

查看原文本刊更多论文

学术上的第二次机会教育:纠正还是巩固早期选择?

本文发展了一种理论方法，认为在第二次学术教育中取得成功，从而有资格学习(除了学业成绩)，还受到与义务中等教育期间获得的成功相关的规范性取向的影响。更准确地说，我们认为，在高度分层的德国中学一年级(5至10年级)的学校系统中，学校类型特定的社会化背景导致了与成功相关的学校类型特定规范取向的发展。这就造成了第二次学术教育的起点不平等。基于这一假设，我们利用对第二次教育第一学期学生的十个访谈的对比分析，开发了一个理论网格。结果表明，现有的规范取向与以前就读的学校类型仅部分相关。这就提出了关于规范学校社会化效应在多大程度上存在的问题。然而，本研究是使用经典的教育社会学方法来实证探索分层效应的第一步，这在以前没有做过。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.