Education Matters, but Who Can Attain It? Attitudes towards Education and Educational Attainment in Estonia
Autor/in:
Täht, Kadri; Paškov, Marii
Quelle: Studies of Transition States and Societies, 5 (2009) 2, S 52-70
Inhalt: Education is one of the most important determinants of socio-economic success in modern societies, but educational inequality remains an important societal problem. The aim of this study was to look at public attitudes towards the value of education and views on the opportunities to access education in Estonia. Using data from the Estonian Social Equality and Inequality Study (2010), the findings of the current study suggested that education is highly valued in Estonia, but the public also tends to think that access to education is not equally available to everybody. Furthermore, we found that there is a social-status-based structure in the views of the value of education and access to education. Lower social status groups tend to value education as less important for success in life, and these lower social status groups are also more likely to think that chances to access higher education are not equal for everybody, but that wealth, gender, ethnicity and social status matter. Similarly, inequality of opportunity is also felt more strongly within the ethnic minority group, the non-Estonians, than it is amongst Estonians.
Schlagwörter:Estland; Estonia; Bildungsniveau; level of education; Bildungsungleichheit; educational inequality; Bildungschance; educational opportunity; Hochschulzugang; university admission; Bildungsbeteiligung; participation in education; sozialer Status; social status; sozioökonomische Faktoren; socioeconomic factors; öffentliche Meinung; public opinion; value of education; access to education
SSOAR Kategorie:Bildungs- und Erziehungssoziologie
Normative Lebenslaufmuster und Widerspruchserfahrungen als Ressourcen: erste Ergebnisse einer qualitativen Studie
Autor/in:
Horak, Renate Elli
Quelle: REPORT - Zeitschrift für Weiterbildungsforschung, 31 (2008) 4, S 55-65
Inhalt: Als Teil eines Forschungsprojekts zu diskontinuierlichen weiblichen Bildungs- und Berufskarrieren fokussiert dieser Beitrag insbesondere Widerspruchserfahrungen, die sich im Spannungsfeld sozial vorgegebener, normativer Lebenslaufmuster einerseits und je eigenen, individuellen Lebensvorstellungen andererseits herausbilden. In Gruppendiskussionen und biographischen Einzelinterviews, die mit Teilnehmerinnen einer Frauenakademie durchgeführt wurden, zeigt sich, dass diese widersprüchlichen Lebenserfahrungen latent wirksam bleiben und besonders fruchtbare Lernausgangslagen begründen können. Mögliche Konsequenzen für die Erwachsenenbildung sollen angedeutet werden.
SSOAR Kategorie:Bildungswesen quartärer Bereich, Berufsbildung, Berufsforschung, Berufssoziologie, Bildungs- und Erziehungssoziologie, Frauen- und Geschlechterforschung, Erhebungstechniken und Analysetechniken der Sozialwissenschaften
Gender and household education expenditure in Pakistan
Autor/in:
Aslam, Monazza; Kingdon, Geeta Gandhi
Quelle: Applied Economics, 40 (2008) 20, S 2573-2591
Inhalt: Pakistan has very large gender gaps in educational outcomes. One explanation could be that girls receive lower educational expenditure allocations than boys within the household, but this has never convincingly been tested. This article investigates whether the intra-household allocation
of educational expenditure in Pakistan favours males over females. It also explores two different explanations for the failure of the extant 'Engel curve' studies to detect gender-differentiated treatment in education even where gender bias is strongly expected. Using individual level data
from the latest household survey from Pakistan, we posit two potential channels of gender bias: bias in the decision whether to enrol/ keep sons and daughters in school, and bias in the decision of education expenditure conditional on enrolling both sons and daughters in school. In middle and secondary school ages, evidence points to significant pro-male biases in both the enrolment decision as well as the decision of how much to spend conditional on enrolment. However, in the primary school age-group, only the former channel of bias applies. Results suggest that the observed strong gender difference in education expenditure is a within rather than an across household phenomenon.
Determination of College Expectations in OECD Countries: The Role of Individual and Structural Factors
Autor/in:
Basl, Josef; Mateju, Petr; Smith, Michael L.; Soukup, Petr
Quelle: Sociologický časopis / Czech Sociological Review, 43 (2007) 6, S 1121-1148
Inhalt: Renowned international experts in higher education financing have argued that, owing to large government deficits, tertiary education will not be able to open up and meet growing demand unless cost-sharing principles and efficient student financial aid programmes are introduced. Opponents of cost-sharing in higher education object that introducing tuition fees will raise inequality in access to higher education. Drawing on OECD data, and focusing on college expectations, the authors argue that the effects of ability, gender, and socio-economic background on college expectations are primarily shaped by the characteristics of secondary education systems, such as the degree of stratification and vocational specificity of secondary schools, while the principal characteristics of the tertiary education system, such as enrolment rates and the model of financing, play a much less important role. The results clearly show that, after controlling for the effects of secondary school system characteristics, cost-sharing, as such or by degree, does not affect the formation of college expectations by ability, gender, and socio-economic background as much as the selectivity of the secondary school system does.
Gender effects in children's development and education
Autor/in:
Bryce, Tom G.K.; Blown, Eric
Quelle: International Journal of Science Education, 29 (2007) 13, S 1655-1678
Inhalt: This paper attempts to clarify several lines of research on gender in development and education, inter-relating findings from studies on intuitive/informal knowledge with those from research on achievements and attitudes in science. It acknowledges the declining proportions of male teachers world-wide and examination successes which indicate a reversal of educational disadvantage from female to male; as well as the recent evidence on the effects of the gender of teachers upon student success. An empirical contribution to the literature is offered, drawing from the gender-related findings from research on children's cosmologies in China and New Zealand with 346 boys and 340 girls. The investigation focused on children's concepts of the motion and shape of the Earth through observational astronomy and gave children opportunities to express their ideas in several modalities. he in-depth interviews allowed children to share their meanings and gender differences became apparent (e.g. girls' superior ability to visually represent their cosmologies and boys’ greater awareness of gravity). However, these differences were not universal across genders or cultures and marked similarities were apparent both in the content of children's responses and in their reasoning processes. By comparing boy/girl cosmological concept categories and by tracking their developmental trends by age, statistical evidence revealed the extent of the similarities within and across these diverse cultures. The findings reinforce those from the authors' knowledge restructuring and cultural mediation studies and provide support for the view that boys and girls have similar, holistic-rather-than-fragmented, cosmologies which have features in common across cultures and ethnic groups.
Quelle: Statistisches Monatsheft Baden-Württemberg, (2007) 2, S 18-21
Schlagwörter:woman; university; Baden-Württemberg; Baden-Württemberg; Federal Republic of Germany; Studentin; female student; Studiengang; program of study; Linguistik; linguistics; Kulturwissenschaft; cultural studies; Studiendauer; duration of studies; Frauenanteil; proportion of women; Absolvent; graduate
SSOAR Kategorie:Bildungswesen tertiärer Bereich, Frauen- und Geschlechterforschung, Bildungs- und Erziehungssoziologie
Adult Education in the Czech Republic – Who Participates and Why
Autor/in:
Rabusicová, Milada; Rabusic, Ladislav
Quelle: Sociologický časopis / Czech Sociological Review, 42 (2006) 6, S 1195-1218
Inhalt: Adult education as a part of lifelong learning is nowadays the topic emphasised in all documents concerning educational policy, employment policy, and human resources development in the Czech Republic. Older empirical data indicate, however, that the participation of the Czech adult population in programmes of adult learning is not very common. The aim of this article, which is based on a special representative survey, ‘Adult Learning 2005’, is to confront how far Czech reality is from the ideal concepts of ‘lifelong learning’ and a ‘learning society’. The authors pursue three questions: 1) To what extent is it true that education in the Czech Republic is a lifelong affair? 2) Does education of this kind occur on both a formal and non-formal level? 3) Do the Czechs engage in lifelong education, regardless of age, attained level of education, gender, and occupational status? Empirical data reveal that, despite the fact that Czech educational authorities give formal support to adult education, reality ‘in the field’ is somewhat different. Education in the Czech Republic is still not lifelong; if it exists it occurs mainly within the framework of non-formal education, and only higher educated people and those with some experience in adult education participate in it.
Schlagwörter:knowledge society; adult education; lifelong learning; formal and non-formal education
SSOAR Kategorie:Bildungs- und Erziehungssoziologie
Beruflicher Verbleib und Studienzufriedenheit von Berliner Public Health-Absolventinnen und -Absolventen mit sozialwissenschaftlicher Erstqualifikation
Titelübersetzung:Occupational whereabouts and study satisfaction of Berlin public health graduates with a first qualification in social science
Autor/in:
Rattay, Petra; Jager, Doreen
Quelle: Sozialwissenschaften und Berufspraxis, 28 (2005) 1, S 67-79
Inhalt: Der Postgraduierten-Studiengang Public Health/Gesundheitswissenschaften existiert an der Technischen Universität Berlin seit 1992 und wurde nach Abschluss der Modellversuchsphase 1996 in das reguläre Studienangebot übernommen. Der Studiengang soll künftig in stärkerem Maße medizinisch und naturwissenschaftlich ausgerichtet sein. Inwieweit die bisherige multidisziplinäre Zusammensetzung der Studierenden aufrecht erhalten bleibt oder auch bei der Zulassung eine stärkere Einschränkung auf medizinisch und naturwissenschaftlich qualifizierte Bewerber/innen erfolgt, ist noch ungeklärt. Vor diesem Hintergrund liefert die vorliegende Studie zur Studienzufriedenheit und zum beruflichen Verbleib der Public Health-AbsolventInnen an der TU Berlin Ergebnisse, dies insbesondere mit Blick auf die AbsolventInnen mit sozialwissenschaftlicher Erstqualifikation. Zusammenfassend lässt sich festhalten, dass der Großteil der AbsolventInnen mit dem Studium zufrieden ist und sich beruflich verbessern konnte. Auch hat sich die Berufssituation insbesondere für die Gruppe der SozialwissenschaftlerInnen in den letzten zehn fahren deutlich gewandelt. Den SozialwissenschaftlerInnen ist es gelungen, auf dem Arbeitsmarkt und in den Institutionen des Gesundheitswesens zu überzeugen und sich durchzusetzen. (ICA2)
Schlagwörter:sociology; Berufsverlauf; medizinische Versorgung; satisfaction; Zufriedenheit; job history; Public Health; Federal Republic of Germany; Soziologie; Absolvent; labor market; Arbeitsmarkt; studies (academic); Berlin; medical care; public health; social science; Studium; Sozialwissenschaft; Karriere; gender-specific factors; career; Berlin; graduate
SSOAR Kategorie:Bildungs- und Erziehungssoziologie, Berufsforschung, Berufssoziologie, Medizinsoziologie
Quelle: Statistisches Monatsheft Baden-Württemberg, (2004) 10, S 16-19
Schlagwörter:Ausbildung; training; Beruf; occupation; Gesundheitswesen; health care delivery system; Schülerzahl; number of pupils; Berufsgruppe; occupational group; Frauenanteil; proportion of women; Schulabschluss; school graduation; Krankenpflege; nursing; Baden-Württemberg; Baden-Württemberg; Federal Republic of Germany
SSOAR Kategorie:Bildungs- und Erziehungssoziologie, Berufsforschung, Berufssoziologie, Gesundheitspolitik
Self-Selection and Selection. Transition from Secondary to Tertiary Education in Hungary
Autor/in:
Robert, Peter
Quelle: Sociologický časopis / Czech Sociological Review, 39 (2003) 3, S 325-349
Inhalt: By law, students in Hungary, if they wish to study at the tertiary level, must submit a formal application (every year in Feb) & then must take an entrance exam (in Jun/Jul). When they pass this exam they are eligible to begin their studies (in Sept). This procedure divides the transition to tertiary education into two stages: self-selection (applying) & selection (passing the exam). Some of the recent literature in educational mobility claims that students make calculations before deciding on whether to continue their studies, & this decision is affected by their social origin. This paper investigates the two stages of educational selection, with the assumption that the act of applying is more strongly determined by social origin than success, among those students who applied & passed the exam. In the study, about 60,000 secondary school students were interviewed in a self-administered questionnaire in the spring of 1998, inquiring into whether they had submitted an application or not. The applicants were then identified in the autumn of 1998 in terms of whether they met the requirements of the exam & accepted into the tertiary level of education or not. The data contain basic information on the parents' occupation & education & the school performance of the students. These variables are used for predicting two dependent variables: application, & a successful exam among those who applied. The models were fitted by taking gender differences into consideration & were controlled for two types of secondary school: gymnasium & technical secondary school. The results show that self-selection is more strongly affected by social origin; the effect of the parents' characteristics drops if success in the exam is predicted among self-selected students.
Schlagwörter:Hungary; Higher Education; Social Background; Admissions; Selection Procedures; Academic Achievement; Achievement Tests; High School Students; Educational Plans
SSOAR Kategorie:Bildungs- und Erziehungssoziologie, Bildungswesen tertiärer Bereich