Wie können „bildungsferne“ Gruppen für ein Hochschulstudium gewonnen werden?

Against the background of the relatively low enrolment of students at universities, the minor proportion of academics at the population, and the distinctive social inequality at the transition to the tertiary education in Germany, it is assumed that – additionally to the structure of the educational system – primary and secondary effects of social origin are responsible for that the working class children are underrepresented at German universities. According to empirical findings for high-school graduates, their subjectively expected success in university training in general as well as their educational decision on continuing tertiary education, in particular, are crucial for this empirical fact of persistent inequalities of university education. If one cancels out the secondary effects of social origin, the participation of working class children could be increased more significantly than by neutralizing the primary effects. If one neutralizes also the secondary effects at both, the first and the second transition in the individuals’ educational course, the individuals’ transition to the sector of tertiary education could be increased additionally. Both, the selection and filter processes of the Germany school system as well as individuals’ educational choices provide the counterproductive effect that the talented offspring from socially disadvantaged classes will be diverted away from the higher education and the universities.     

„Lola rennt“ oder: „es hätte auch anders kommen können“ – Über den Möglichkeitsraum gruppendynamischer Intervention

A group of eight Trainers for Groupdynamic analyzed their interventions as trainers of Sensitivity-Groups during the last seven years. They used the methodological approach of Sequential Analysis and the model of the groupdynamic space (Amann, Gruppenprozesse verste-hen, 2001, S. 28). This model combines the three elementary polarities shaping the dynamic in T-Groups: belonging (in or out), power (up or down) and nearness (near or far) and supposes that these three polarities form a kind of dynamical “group-space” in which the three dimensions are simultaneously effective. Thus this model avoids a hydraulic understanding of group processes. Taking into account the model of groupdynamical space the group analyzed Trainer-interventions and asked which alternative intervention could have been possible to underline another dimension of the space. In the analysis of interventions they pointed out which of the three dimensions the trainer-intervention was focussing, which consequences this decision had for the group-process and they asked hypothetically which effects another strategy of intervention could have had. Every intervention is the consequence of a particular interpretation of the current group situation. And each decision could have been taken differently by bringing the attention towards another dimension of the groupdynamical space. This is the core-idea of this essay. Years ago a german movie was released with the title “Lola rennt” and it showed three variations of one moment with three entirely different show downs. This idea inspired us to choose the same titel for our reflections about the practice and richness of groupdynamical interventions. This essay is meant as a contribution to a “second order Groupdynamic” which is interested more in the way trainers perceive group processes than in the theory of the group-process itself.     

Struktur und Identität des Nicht-Religiösen: Relationen und soziale Normierungen

With reference to recent research, the article outlines central elements of a sociological analysis of the non-religious. Starting with a definition of the non-religious via its relation towards the religious, we distinguish different forms of this relation and three levels of its analysis. Then we analyze two different societal constellations: a strong religious norm in the US, and a strong non-religious norm in the GDR. We show how an arena of conflicts emerges in the debates over religion, in which religious and non-religious positions struggle for dominance. We analyze different variations of non-religious positions in this context. In both constellations the non-religious position acquires a positive identity by reference to science. In one case this is motivated by the attempt to maintain the borders of the scientific field; in the second case it is motivated by a claim of superiority, which questions the legitimacy of the religious in general.     

Söhne bevorzugt? Geschlechtsspezifische Unterschiede beim Gymnasialbesuch türkischstämmiger Schülerinnen und Schülern

It is often assumed that in Germany the situation in Turkish families can be characterized by traditionalism, a patrilineal organization of family relationships and a rigid gender role orientation including a traditional gender division between gainful employment and housework. Against this background one would expect Turkish parents to have a particular strong interest in a high educational attainment of their sons and consequently they should invest more in their education. This article examines whether there is evidence for such preferences and relevant behaviours. An analysis of official school statistics of the federal state North-Rhine Westphalia shows that Turkish boys are more likely to make a transition to a Gymnasium than Turkish girls. However, a systematic preference of Turkish parents of a transition to secondary education for their sons cannot be confirmed by way of micro data. Moreover results from our macro data indicate that already in grade seven the gender ratio is reversed. All in all our analyses indicate that there is no significant and sustainable disadvantage for Turkish girls in comparison to Turkish boys.     

Unterrichtsqualität an einer besonderen Schule: Videobasierte Evaluation eines Oberstufen-Internats für leistungsstarke und hoch motivierte Schülerinnen und Schüler

Based on theoretical constructs and empirical work on quality of instruction, this contribution reports on the evaluation of a upper secondary boarding school for highly motivated and high-achieving students. The evaluation of instructional processes is based on high-inference video ratings of aspects of instructional quality. Additionally, aspects of cognitively activating teaching that are supposed to tap the full capabilities of the students are assessed as a higher standard for upper secondary teaching. Interviews with the teaching staff show a high level of acceptance of this approach to instruction as a means to cater to the needs of the high-achieving. As expected, comparing the teaching assessments with a reference sample of TIMSS and TIMSS-R videos shows a good quality of teaching in the areas of classroom management and individual learning support. For the different aspects of cognitive activation there are some lessons at a high level, while for some aspects the variation within the school is rather large.     

Niedrigkostensituationen, Hochkostensituationen und andere Situationstypen: ihre Auswirkungen auf die Möglichkeit von Rational-Choice-Erklärungen

As often discussed in rational-choice literature, it is important to distinguish between so called low cost and high cost situations, if one wants to apply rational-choice models in order to explain social phenomena. But not only these two rather extreme and rare types of situations should be considered, but also the majority of real situations which are positioned somewhere between high and low cost situations. It is shown that in low cost situations a rational-choice explanation is not possible, whereas in high cost situations it would be possible. But it is not necessary, because a more parsimonious model (where the relatively relatively pretentious premise of maximization of utility does not have to be included) would lead to the same result. Only in the remaining types of situations rational-choice models are recommendable. These situations are characterized by opportunity costs that are unequal to zero but which are not distributed in favor of only one option. Therefore, it is appropriate to analyze in a first step the kind of situation in which the behavior under investigation occurs, and only then, in a second step, to develop an explanation model. This does not necessarily have to be a rational-choice model.     

Kulturen und Spiralen des „Eigentlich“. Hierarchisch gesteuerte Veränderungsprozesse am Beispiel nachgelagerter Dienststellen des österreichischen Bundesministeriums für Bildung

Amidst the current debates on education, in Austria the former academies of the compulsory and vocational teachers’ training shall be transformed to educational “colleges” or even “universities”. The Federal Ministry is driving this process top-down, first and foremost tackling the manifest structures. This gradually unsheathes a latent “culture of eigentlich” within the affected educational institutions. It turns out that this culture, which is functional for the system in dealing with ambiguous, contradictory, or even unattainable requirements, does not disappear, but that it rather absorbs and transforms the manifest demands “from top” in practice “at the bottom”. This again provokes hierarchical interventions top-down, and eventually leads to self-enforcing dynamics between manifest and latent structures, fuelling the spiralling process.     

Die Vereinbarkeitsfrage für Männer: Welche Auswirkungen haben Elternzeiten und Teilzeitarbeit auf die Stundenlöhne von Vätern?Work-family reconciliation for men: Do parental leave and part-time work affect fathers’ hourly wages?

As previous research shows, many German fathers would like to spend more time with their children, but long working hours often restrict their opportunities to do so. Parental leave and part-time work could help fathers to reconcile work and family. Yet, labor market theories predict that using such family-friendly policies may lead to wage penalties. Hence, many fathers decide against using such policies because they fear that parental leave or part-time work will lead to financial penalties and career disadvantages. This article evaluates this concern by empirically examining the effect of parental leave and part-time work on fathers’ hourly wages. Using data from the German Socio-Economic Panel (SOEP) 1991–2013 and Families in Germany (FiD) 2010–2013, results from fixed-effects regression analyses show that part-time work is associated with wage penalties, but parental leave is not – irrespective of whether fathers only took the two months fathers’ quota or longer parental leaves. The results hence indicate that the German parental leave legislation enables fathers to spend more time with their children while protecting them from wage penalties at work.