Ökonomische und nicht-ökonomische Gefahren für Demokratien

Muller (1995a) claimed that during the 1960s and 1970s countries with (high) income inequality are more likely to face decline in democracy than countries with lower income inequality. This article uses new data to compare the negative impact of two economic determinants (income inequality, inflation) and two non-economic determinants (percent of Islamic population, world system periphery) on democracy. It is found that neither income inequality nor world system periphery does contribute to the explanation of the decline in democracy. Only inflation offers a tentative explanation for decline in democracy. The validity of the results is lessened by sample problems. Especially the data from communist countries appear to be less reliable.     

Alfred Schütz — Ökonom und/oder Soziologe?

In 1996, Hartmut Esser published a rational choice model of the “Definition of the Situation” in this journal (KZfSS 48, 1996: 1–34). This work is based on his economic interpretation of the theory of Alfred Schutz, a co-founder of interpretative sociology. This paper analyses Hartmut Esser’s attempt to reconstruct the sociological concept of the definition of the situation by means of economic theory. It shows that Esser’s misinterpretations and abridgements of the theory of Alfred Schutz (this is especially true of the interactive aspects) lead to considerable discrepancies between Esser and Schutz in modelling the definition of the situation. In his economic modelling of the definition of the situation Esser fails to conceive the sociological essence of this concept (the construction of sense structures) because he formulates a model of rational behavior in accordance with the economic tradition. Schutz, however, advocates the construction of rational models of human behavior, which also includes “irrational” (not utility-maximizing) or “sense”-directed behavior.     

Erklärt die Rational Choice Theorie die Ungleichheit der Bildungschancen?

There are several plausible arguments which make it obvious to apply Rational Choice Theory to the process of educational opportunities and equality. Looking more closely at an empirical application or RC theory, several serious problems emerge: They concern the operationalization of the variables, the explanatory power of the central variables related to Subjective Expected Utility, the systematic omission of important variables relating to individual persons and their identity, and to social structural and institutional factors; the latter seem to be much more important than those indicated by RC approaches.     

Soziologische Theorie,Französische Soziologie,Religionssoziologie, Soziale Ungleichheit,Arbeitssoziologie

Literaturbesprechungen

Soziologische Theorie, Franz?sische Soziologie, Religionssoziologie, Soziale Ungleichheit, Arbeitssoziologie     

Ökologische Validität durch Mixed-Methods-Designs

Due to their focus on variable-oriented comparisons and large-N samples, survey methods are prone to lack information on the context-specific, practical meaning of measured constructs. This issue is explicated via the concept of “ecological validity”. A sequential quantitative-qualitative mixed-methods-study on anti-American prejudice in Germany is presented to demonstrate how semi-structured qualitative interviews (n = 22) can compensate for lacking ecological validity in standardized prejudice measurements (CATI-survey, n = 808, summer 2011). Qualitative analyses provide context-sensitive insight into the rhetorical functions of anti-American speech. They are used to generate explanatory hypotheses for correlations between anti-American, anti-Semitic, and racist prejudice in the survey data. This complementarity of research methods is closely connected to an enhanced theoretical perspective: The combination of attitude-based and speech-act-theoretical concepts of prejudice helps to increase construct validity in the example study.     

Gestaltpädagogische Konzepte und Praxen von Beratung und Förderung sozialer und personaler Kompetenzen in der Aus- und Fortbildung von Erwachsenenbildnern und -bildnerinnen

The article describes pedagogical Gestalt concepts of consultancy and professional development of adult educators. The focus change of the adult educators from teachers to consultants is outlined at the beginning. The changed role demands concepts of consultancy and professional development that can reflect and strengthen the self and social competence of the actors. It is shown that the design pedagogical concepts are particularly suitable because the promotion of the conscious perception of one owns’ body, needs, feelings and imagination and their integration into the self image of the learning person (client) are in the center of such approach. The concept and practice of ‘role-playing’ as part of the course instructors’ further professional training related to the design pedagogical concepts are documented in details using case-studies. It is furthermore detailed where the learning opportunities lie, related to the perception, self reflection and enhancement of one owns’ action potential for teaching and consultancy activities. The summary emphasizes one of the most important axioms of the design approach: It is not about a somehow newly defined nice person but about the paradox of change through precise perception of the actual situation.     

Fragmentierung sozialer Zugehörigkeit in Unternehmen durch Ökonomisierung

This article focuses on unintended consequences of internal-marketisation strategies on employees’ social belonging to companies. By the example of two case studies, it shows that internal marketisation may foster a fragmentation of social belonging, specifically reflected by established-outsider figurations within the workforce. Moreover, case-study results highlight the importance of “third actors”, e.?g. management, for the fragmentation of social belonging at company level. Therefore, competence building of third actors is required to prevent or effectively deal with fragmentation of social belonging at company level.     

Teamarbeit und Gesundheit – Der Einfluss von Teammerkmalen auf Stressbewältigung und Gesundheit bei Un- und Angelernten

To date, research on teamwork and health is sparse. This accounts for teams with low-qualified workers in particular. In this paper a work psychological model for resource and stress management in teams and a study with teams of low-qualified workers are presented (N?=?265 in 33 teams). Results of multi-level analyses show, that team resources in the social work system and understaffing in teams as a team stressor have significant influence on collective coping and explain team differences. Further, team resources in the technical work system, i.e. the quality of teamwork design have significant influence on psychosomatic complaints. These influences go beyond the influences of socio-demographic variables and individual job stressors and job resources.     

Autoritäre Einstellung und Statusmerkmale von ehemaligen Angehörigen der Waffen-SS und SS und der Wehrmacht

This is an updated study of the research published in 1970 on authoritarianism and its complexities with additional findings based on questionnaires. The respondents were 229 former members of the Waffen-SS and other formations of the SS matched and compared with 202 former members of the German Armed Forces. The questionnaires returned between the years 1962 and 1966 have not been completely analyzed. The additionally evaluated items have now enhanced the sample of authoritarian personality traits (F-scale) and thus their understanding. The originally reported group differences were confounded with socio-demographic characteristics such as schooling, occupational standing and service rank. In the present analysis, such variables were controlled by matching subjects. The earlier findings were confirmed. The methodological limitations of this post hoc investigation with its shortcomings are obvious. However, the findings nevertheless make a significant contribution to a better understanding of the function of authoritarianism in the context of differential psychological as well as situational conditions that promote unreflected obedience and its consequences. Last but not least, the findings also reflect a high correlation between authoritarianism and susceptibility to absolutist ideology such as National Socialism.     

Hochschulentwicklung und Bürgerrechte in der BRD und der DDR

The universities in the Federal Republic of Germany are expanding more or less continuously since the 1950s; the expansion of those in the German Democratic Republic, by contrast, stagnated since 1971. The two patterns of educational development are due to different normative concepts of the social order. Educational policy in socialist East Germany gave institutional expression to the belief in objective laws of social development and hence in an objective demand for highly qualified manpower. In this normative context higher education took on a particular meaning and functions, provoked serious social conflicts and was finally reduced by political decree. In the Federal Republic, by contrast, freedom of educational and occupational choice prevailed, and the former elitist academic education was popularized. At the same time the culture of professionalism expanded in the world of work. In this process higher education turned into a matter of universal social interest.     

Verbindliche und unverbindliche Grundschulempfehlungen und soziale Ungleichheiten am ersten Bildungs��bergang

While the influence of numerous individual and family characteristics on social disparities in educational achievement is examined in several studies, the relevance of institutional conditions on the attainment of different social groups is comparatively unclear. The present study adds to this debate and analyses the effect of mandatory and non-mandatory teacher recommendations on social disparities in educational participation after primary school. This is done by using unique data from North Rhine-Westphalia, where the degree of obligation of the teacher recommendation varied in terms of a natural experiment. Two transition cohorts are considered, one before and one after the change of a non-mandatory to a mandatory setting of the teacher recommendation in 2006. The results reveal that a mandatory teacher recommendation reduces the influence of social origin on the transition from primary to secondary school. This effect is especially apparent when families choose between the medium and the highest track in the German educational system, the Realschule and the Gymnasium.     

Längsschnittdaten und Mehrebenenanalyse

In the present article a few basic multilevel models for longitudinal data are introduced and applied to the Household Income and Labor Dynamics in Australia Survey 10 (HILDA) for demonstrational purposes. The covered models are adaptions of the random-intercept-only model, the random-intercept models and the random- intercept random-slope model with and without level-1 and level-2 predictors to longitudinal data. The modeling of contextual effects is covered. One particularity in longitudinal data is the fact that persons (level-2) may be regarded as the context of the time-varying observations on level-1. To incorporate the macro-level of sociology, it is necessary to expand the model to a third level. A model with three levels is introduced and in addition a simple growth curve model and a multivariate multilevel model are presented.