QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte
Die pandemiebedingte ad hoc Digitalisierung von Lehrveranstaltungen im Frühjahr 2020 war für Lehr... more Die pandemiebedingte ad hoc Digitalisierung von Lehrveranstaltungen im Frühjahr 2020 war für Lehrende wie Lernende Chance und Herausforderung zugleich. Befunde zeigen, dass das flexible selbstständige Arbeiten und Kennenlernen von Potenzialen des digitalen Lehrens und Lernens positiv wahrgenommen, aber als besonders herausfordernd erlebt wurden. Ferner sind digitale Kompetenzen angehender Lehrkräfte eher gering ausgeprägt. Inklusionspädagogisch betrachtet können digitale Kompetenzen aber beispielsweise bei der Gestaltung von Individualisierungsmaßnahmen hilfreich sein. Dieser Beitrag betrachtet vor dem Hintergrund inklusionspädagogischer Professionalisierung von Lehrkräften im Studium die Entwicklung digitaler Kompetenzen längsschnittlich über den Verlauf von 3 Semestern (SoSe 2020 bis SoSe 2021) während der Covid-19-Pandemie. Hierfür wurden Latent Change Score Modelle für die Entwicklung der Technikbereitschaft als Facette digitaler Kompetenzen spezifiziert. Die Ergebnisse zeigen, ...
The literature on social inequality in study abroad almost exclusively focuses on university stud... more The literature on social inequality in study abroad almost exclusively focuses on university students. This paper systematically examines the role of socioeconomic status (SES) for study abroad intent (SAI) and uptake across all levels of pre-college education in Japan, thereby also providing a first in-depth empirical study on pre-college study abroad (PSA) in this country. Drawing on theories of social inequality (especially the effectively maintained inequality (EMI) thesis) in combination with elements from cumulative advantage and life course research, we understand the intention and final decision to study abroad as an outcome of SES-specific differences in educational biographies, with higher SES families seeking transnational education for their children to achieve status advantages. Using large-scale cross-sectional data for Japan (N = 15,450) for children aged three to eighteen years, binary and generalized ordered logit regressions show that children from high SES families are generally more likely to (1) express SAI (especially for college) and take up PSA; and (2) choose more exclusive forms of PSA, i.e. earlier and more lengthy stays. Findings further indicate that (3) the SES-gap in the likelihood to show SAI or take up PSA is highest at the pre-and high school levels. Applying the KHB method we found that (4) the percentage of SES effects on SAI mediated through earlier PSA experience is marginal or even reversed at times. We conclude that early PSA experience is positively related to further SAI, with high SES students likely accumulating transnational human capital to a greater extent, possibly acquiring status advantages. In sum, our results support the EMI and cumulative advantage perspectives, indicating undetected first-and second-level horizontal inequalities in Japanese education and call for similar research in other national contexts.
Theorizing Shadow Education and Academic Success in East Asia, 2021
Shadow education has become part of mass schooling in many societies. Against the background of t... more Shadow education has become part of mass schooling in many societies. Against the background of the continuing expansion of formal education and the persistence of educational and social inequalities, the growing influence of shadow education begs major implications for the postulated goal of equality in educational opportunities. This chapter addresses this issue both theoretically and empirically focusing on the following question: What is the relationship between the continuous growth of SE across the world and the persistence of social inequality in educational attainment? First, existing findings on the topic are reviewed before we draw on and expand neo institutionalist and social reproduction theories to incorporate SE, thereby identifying the universal causes for the inevitable expansion of SE and its relation to social inequality across the world. Finally, policy implications and future research directions are discussed. The results of this analysis indicate that even though there exist tremendous differences in the effects of family background on SE use in different regions and systems of education across the world, SE always feeds into the broader institutionalization of education and its role for social stratification. SE might occupy a key role in maintaining vertical and horizontal inequalities in educational attainment in schooled societies, which continue to struggle with inequity of educational opportunities and outcomes in spite of massive educational expansion at the higher education levels and more equity in educational opportunities.
Shadow education has become part of mass schooling in many societies. Against the background of t... more Shadow education has become part of mass schooling in many societies. Against the background of the continuing expansion of formal education and the persistence of educational and social inequalities, the growing influence of shadow education begs major implications for the postulated goal of equality in educational opportunities. This chapter addresses this issue both theoretically and empirically focusing on the following question: What is the relationship between the continuous growth of SE across the world and the persistence of social inequality in educational attainment? First, existing findings on the topic are reviewed before we draw on and expand neo institutionalist and social reproduction theories to incorporate SE, thereby identifying the universal causes for the inevitable expansion of SE and its relation to social inequality across the world. Finally, policy implications and future research directions are discussed. The results of this analysis indicate that even though there exist tremendous differences in the effects of family background on SE use in different regions and systems of education across the world, SE always feeds into the broader institutionalization of education and its role for social stratification. SE might occupy a key role in maintaining vertical and horizontal inequalities in educational attainment in schooled societies, which continue to struggle with inequity of educational opportunities and outcomes in spite of massive educational expansion at the higher education levels and more equity in educational opportunities.
Supplemental material, sj-pdf-1-cos-10.1177_0020715220987861 for Worldwide shadow education and s... more Supplemental material, sj-pdf-1-cos-10.1177_0020715220987861 for Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies by Steve R Entrich in International Journal of Comparative Sociology
... Page 2. Steve R. Entrich Die Zukunft Deutschlands Die Schaffung wirklicher Chancengleichheit?... more ... Page 2. Steve R. Entrich Die Zukunft Deutschlands Die Schaffung wirklicher Chancengleichheit? Befunde aus Pisa auf dem Prüfstand Page 3. Page 4. ... Page 5. Page 6. Steve R. Entrich Die Zukunft Deutschlands Die Schaffung wirklicher Chancengleichheit? ...
QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte
Die pandemiebedingte ad hoc Digitalisierung von Lehrveranstaltungen im Frühjahr 2020 war für Lehr... more Die pandemiebedingte ad hoc Digitalisierung von Lehrveranstaltungen im Frühjahr 2020 war für Lehrende wie Lernende Chance und Herausforderung zugleich. Befunde zeigen, dass das flexible selbstständige Arbeiten und Kennenlernen von Potenzialen des digitalen Lehrens und Lernens positiv wahrgenommen, aber als besonders herausfordernd erlebt wurden. Ferner sind digitale Kompetenzen angehender Lehrkräfte eher gering ausgeprägt. Inklusionspädagogisch betrachtet können digitale Kompetenzen aber beispielsweise bei der Gestaltung von Individualisierungsmaßnahmen hilfreich sein. Dieser Beitrag betrachtet vor dem Hintergrund inklusionspädagogischer Professionalisierung von Lehrkräften im Studium die Entwicklung digitaler Kompetenzen längsschnittlich über den Verlauf von 3 Semestern (SoSe 2020 bis SoSe 2021) während der Covid-19-Pandemie. Hierfür wurden Latent Change Score Modelle für die Entwicklung der Technikbereitschaft als Facette digitaler Kompetenzen spezifiziert. Die Ergebnisse zeigen, ...
The literature on social inequality in study abroad almost exclusively focuses on university stud... more The literature on social inequality in study abroad almost exclusively focuses on university students. This paper systematically examines the role of socioeconomic status (SES) for study abroad intent (SAI) and uptake across all levels of pre-college education in Japan, thereby also providing a first in-depth empirical study on pre-college study abroad (PSA) in this country. Drawing on theories of social inequality (especially the effectively maintained inequality (EMI) thesis) in combination with elements from cumulative advantage and life course research, we understand the intention and final decision to study abroad as an outcome of SES-specific differences in educational biographies, with higher SES families seeking transnational education for their children to achieve status advantages. Using large-scale cross-sectional data for Japan (N = 15,450) for children aged three to eighteen years, binary and generalized ordered logit regressions show that children from high SES families are generally more likely to (1) express SAI (especially for college) and take up PSA; and (2) choose more exclusive forms of PSA, i.e. earlier and more lengthy stays. Findings further indicate that (3) the SES-gap in the likelihood to show SAI or take up PSA is highest at the pre-and high school levels. Applying the KHB method we found that (4) the percentage of SES effects on SAI mediated through earlier PSA experience is marginal or even reversed at times. We conclude that early PSA experience is positively related to further SAI, with high SES students likely accumulating transnational human capital to a greater extent, possibly acquiring status advantages. In sum, our results support the EMI and cumulative advantage perspectives, indicating undetected first-and second-level horizontal inequalities in Japanese education and call for similar research in other national contexts.
Theorizing Shadow Education and Academic Success in East Asia, 2021
Shadow education has become part of mass schooling in many societies. Against the background of t... more Shadow education has become part of mass schooling in many societies. Against the background of the continuing expansion of formal education and the persistence of educational and social inequalities, the growing influence of shadow education begs major implications for the postulated goal of equality in educational opportunities. This chapter addresses this issue both theoretically and empirically focusing on the following question: What is the relationship between the continuous growth of SE across the world and the persistence of social inequality in educational attainment? First, existing findings on the topic are reviewed before we draw on and expand neo institutionalist and social reproduction theories to incorporate SE, thereby identifying the universal causes for the inevitable expansion of SE and its relation to social inequality across the world. Finally, policy implications and future research directions are discussed. The results of this analysis indicate that even though there exist tremendous differences in the effects of family background on SE use in different regions and systems of education across the world, SE always feeds into the broader institutionalization of education and its role for social stratification. SE might occupy a key role in maintaining vertical and horizontal inequalities in educational attainment in schooled societies, which continue to struggle with inequity of educational opportunities and outcomes in spite of massive educational expansion at the higher education levels and more equity in educational opportunities.
Shadow education has become part of mass schooling in many societies. Against the background of t... more Shadow education has become part of mass schooling in many societies. Against the background of the continuing expansion of formal education and the persistence of educational and social inequalities, the growing influence of shadow education begs major implications for the postulated goal of equality in educational opportunities. This chapter addresses this issue both theoretically and empirically focusing on the following question: What is the relationship between the continuous growth of SE across the world and the persistence of social inequality in educational attainment? First, existing findings on the topic are reviewed before we draw on and expand neo institutionalist and social reproduction theories to incorporate SE, thereby identifying the universal causes for the inevitable expansion of SE and its relation to social inequality across the world. Finally, policy implications and future research directions are discussed. The results of this analysis indicate that even though there exist tremendous differences in the effects of family background on SE use in different regions and systems of education across the world, SE always feeds into the broader institutionalization of education and its role for social stratification. SE might occupy a key role in maintaining vertical and horizontal inequalities in educational attainment in schooled societies, which continue to struggle with inequity of educational opportunities and outcomes in spite of massive educational expansion at the higher education levels and more equity in educational opportunities.
Supplemental material, sj-pdf-1-cos-10.1177_0020715220987861 for Worldwide shadow education and s... more Supplemental material, sj-pdf-1-cos-10.1177_0020715220987861 for Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies by Steve R Entrich in International Journal of Comparative Sociology
... Page 2. Steve R. Entrich Die Zukunft Deutschlands Die Schaffung wirklicher Chancengleichheit?... more ... Page 2. Steve R. Entrich Die Zukunft Deutschlands Die Schaffung wirklicher Chancengleichheit? Befunde aus Pisa auf dem Prüfstand Page 3. Page 4. ... Page 5. Page 6. Steve R. Entrich Die Zukunft Deutschlands Die Schaffung wirklicher Chancengleichheit? ...
Book Review of:
Private Tutoring Across the Mediterranean - Power Dynamics and Implications for L... more Book Review of: Private Tutoring Across the Mediterranean - Power Dynamics and Implications for Learning and Equity, M. Bray, André E. Mazawi, Ronald G. Sultana (Eds.), Sense Publishers (2013). 221 pp., US$?????, ISBN: 978-94-6209-235-8
Review Article of:
EDUCATION POLICY AND EQUAL OPPORTUNITY IN JAPAN. Asia Pacific Studies, v. 4. B... more Review Article of: EDUCATION POLICY AND EQUAL OPPORTUNITY IN JAPAN. Asia Pacific Studies, v. 4. By Akito Okada. New York; Oxford: Berghahn Books, 2012. xvi, 197 pp. (Tables, figures) US$75.00, cloth. ISBN 978-0-85745-267-2.
Studying abroad is considered one of the most efficient ways to accumulate 'transnational human c... more Studying abroad is considered one of the most efficient ways to accumulate 'transnational human capital,' i.e. foreign language skills and intercultural competencies. Focusing on Japan, this paper investigates socioeconomic inequality in study abroad intent (SAI) and pre-college study abroad (PSA) participation. Drawing on sociological rational choice theory, the differences in SAI and PSA by socioeconomic status (SES) of the families are explained as a result of family decision-making based on status maintenance motives. Using data from the 2nd Survey on Extra-curricular Activities, 2013 (N = 15,450) for children aged three to eighteen years, binary and generalized ordered logit regressions confirm a significant impact of parental SES (income and education) on SAI and PSA likelihood (long-and short-term) for children at all levels of schooling. Applying the KHB method, we also examine the degree to which PSA mediates the effect of SES on SAI. Findings suggest that children from high SES families are generally more likely to study abroad and consider long-term stays more often, indicating undetected first-and second-level horizontal inequalities.
Since the dawn of the new millennium, the education systems of Germany and Japan have undergone r... more Since the dawn of the new millennium, the education systems of Germany and Japan have undergone rapid transformations. Following the 'PISA-shock' and 'education in crisis' debates, both nations implemented numerous reforms giving education a new direction. Recent research concentrated on analyzing the effectiveness of these reforms in terms of academic outcomes of students. However, whether these changes contribute to social inequalities was not adequately discussed. Against the background of globalization, students' enrollment in tertiary education has considerably increased in both countries. Opportunity costs thus increased for a high proportion of students and their families as well-as did the risk to fail. Following rational choice (RC) and relative risk aversion (RRA) theories, the author argues that the adaptation to international standards in education has brought forth increasing insecurity concerning educational options and their returns and thus increased the importance of educational decisions for social inequality reproduction. According to RRA theories, the outcomes of similar risk aversion vary across social strata. Students from advantaged social backgrounds are more likely to choose academic oriented programs promising high returns after school despite high risk aversion; under the same circumstances, students from low social strata tend to choose programs with lower returns. Additionally, the author emphasizes to recognize implications of recent changes in education for insecurities and risk awareness level of individual actors when trying to understand the relative risk aversion mechanism and thus social inequality reproduction in changing societies such as Germany and Japan. By drawing on several data sources, (1) the impact of PISA on national education policy and (2) the following concrete changes in both education systems with regard to their possible impact on educational-decision making regarding increased insecurity and risk are outlined and discussed; before (3) implications of possible changes in families' risk awareness and thus risk aversion across different social strata are discussed stressing to extend RC and RRA theories. Finally, recommendations for future research are made.
Japans Regierung will die Universitäten des Landes international konkurrenzfähig machen. Aber noc... more Japans Regierung will die Universitäten des Landes international konkurrenzfähig machen. Aber noch sind die Hochschulen sehr abgeschottet-Auslandsaufenthalte lohnen sich nicht Es muss ja nicht immer das Siegertreppchen sein. Aber nur zwei Hochschulen unter den ersten 100? Nun ja. Begeistert sind Japans Bildungspolitiker jedenfalls nicht darüber, dass auch in diesem Jahr wieder nur zwei japanische Universitäten im aktuellen Times Higher Education-Ranking unter den ersten 100 sind: Tokios Uni verbesserte sich auf Rang 23, Kyoto folgt abgeschlagen auf Platz 52. Zum Vergleich: China und Hong Kong sind mit vier Unis vertreten, Südkorea mit drei, sogar das kleine Singapur hat inzwischen zwei Top-Unis. Nur Japan, erst vor zwei Jahren von China als zweitgrößte Wirtschaftsmacht der Welt abgelöst, bekommt im internationalen Bildungswettbewerb kaum mehr als einen Fuß in die Tür.
What we are all well aware of is the fact, that shadow education institutions are established all... more What we are all well aware of is the fact, that shadow education institutions are established all over the world and seem to gain greater importance from year to year. The presented flyers show a typical side of these institutions: juku are also season oriented organizations, which aim to get more students especially while summer break.
"Private Nachhilfe" or after-school lessons as given in juku-like institutions, private tutoring ... more "Private Nachhilfe" or after-school lessons as given in juku-like institutions, private tutoring at home, and all other forms of supplementary education has been the focus of an annual debate in Germany. Parents, education experts and politicians, who see this kind of " shadow education " as a result of shortcomings in schools, regularly express their concern about the growth of supplementary education. Where once a school was able to guarantee children an education good enough to succeed in society, many parents now see the future of their children at risk due. The fear that the school system is not changing quickly enough or at least not in the right direction to meet the challenges of the 21 century leads to more private agitation.
Who thinks that Japanese students should have gotten tired of juku classes by now is proven wrong... more Who thinks that Japanese students should have gotten tired of juku classes by now is proven wrong. The hope to pass the difficult entrance examinations and get access to a prestigious university like the Tōdai (Tokyo University) and by this increase the chances to get hired for a desirable steady position in one of Japan's big companies or government agencies, is a strong motivator for students to still give it their all. Following the unwritten rule saying that school education alone will not prepare a student sufficiently enough to let him survive in the tough business world students are more than ever supposed to take extra classes outside of school.
This book examines why Japan has one of the highest enrolment rates in cram schools and private t... more This book examines why Japan has one of the highest enrolment rates in cram schools and private tutoring worldwide. It sheds light on the causes of this high dependence on ‘shadow education’ and its implications for social inequalities. The book provides a deep and extensive understanding of the role of this kind of education in Japan. It shows new ways to theoretically and empirically address this issue, and offers a comprehensive perspective on the impact of shadow education on social inequality formation that is based on reliable and convincing empirical analyses. Contrary to earlier studies, the book shows that shadow education does not inevitably result in increasing or persisting inequalities, but also inherits the potential to let students overcome their status-specific disadvantages and contributes to more opportunities in education. Against the background of the continuous expansion and the convergence of shadow education systems across the globe, the findings of this book call for similar works in other national contexts, particularly Western societies without traditional large-scale shadow education markets. The book emphasizes the importance and urgency to deal with the modern excesses of educational expansion and education as an institution, in which the shadow education industry has made itself (seemingly) indispensable. Is the first comprehensive empirical work on the implications of shadow education for educational and social inequalities Draws on quantitative and qualitative data and uses mixed-methods Has major implications for sociological, international and comparative research on the topic Introduces a general theoretical frame to help future research in approaching this under-theorized field. https://link.springer.com/book/10.1007/978-3-319-69119-0
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Private Tutoring Across the Mediterranean - Power Dynamics and Implications for Learning and Equity, M. Bray, André E. Mazawi, Ronald G. Sultana (Eds.), Sense Publishers (2013). 221 pp., US$?????, ISBN: 978-94-6209-235-8
EDUCATION POLICY AND EQUAL OPPORTUNITY IN JAPAN. Asia Pacific Studies, v. 4. By Akito Okada. New York; Oxford: Berghahn Books, 2012. xvi, 197 pp. (Tables, figures) US$75.00, cloth. ISBN 978-0-85745-267-2.
See also: https://blogs.ubc.ca/jukupedia/category/other-supplementary-education-researchers/steve-entrich/