Education produces and reprodues inequality. Germany still scores at the top in social inequality in the education system compared to other European countries. Differences in families’ given resources as unequally distributed starting conditions can, in principle, be compensated by schools. However, reality differs. Three main improvement areas are identified: schooling, kindergarten and school types/ tracking. These are based on an analysis of the determinants of educational success and inequality, the primary and secondary effects of social origin in the German education system. This paper focuses on pre-school, primary and secondary education and aims to find empirically based answers for inequalities and disadvantages. Five hypotheses are tested via reviewing studies and literature. The main findings are that summer schools have a significant effect on the performance of children and are able to reverse the phenomenon of performance fallback of low SES children and children with migration background – especially when German is their second language. Additionally, the usefulness of kindergarten, nurseries and KiTa’s for improving language skills of children with migration background and for overall compensating family resources is well known and acknowledged. Gesamtschulen show an impressionable impact on reducing secondary effects of social orgin. However, the most promising hypothesis to delay or abolish the (early) tracking lacks strong evidence and empirical data for Germany – no final conclusion can be drawn here.
Table of Contents
1. Akademiker- and Arbeiterkinder
2. Determinants of Educational Success and Inequality
2.1. Primary effects of social origin
2.1.1. Lack of schooling and varying family resources
2.1.2. Motivation and aspirations
2.2. Secondary effects of social origin
3. Intervention measures
3.1. Hypotheses
3.2. Effects of changing schooling
3.3. Effects of changing kindergarten
3.4. Effects of changing school types and tracking
4. Conclusive Thoughts
5. List of Reference
Research Objectives and Key Topics
The primary research objective of this paper is to analyze the drivers of educational disadvantage in the German school system and to examine potential intervention measures. The study seeks to answer the fundamental question of what constitutes educational disadvantage in Germany and what specific strategies can be implemented to mitigate these inequalities.
- Analysis of primary and secondary effects of social origin on educational success.
- Evaluation of the impact of summer schools on reducing performance gaps.
- Assessment of the role of early childhood education and kindergarten access.
- Examination of the efficacy of school types, specifically tracking and comprehensive schools (Gesamtschulen).
- Review of current literature to test hypotheses regarding institutional reforms.
Excerpt from the Book
1. Akademiker- and Arbeiterkinder
In Germany, educational success depends remarkably on one’s social background – children with higher socio-economic status (SES hereafter) are five times more likely to be recommended to go to the Gymnasium than children with low SES (Edelstein & Grellmann, 2009; Kühner, 2013; OECD, 2020; Solga, 2008). The parents’ level of education strongly correlates with the child’s attending school type – the attended school type of the parents is basically passed on onto the child. However, every third child allocates higher education than their parents (Edelstein & Grellmann, 2009); yet, this is not true for every child in Germany in the same way as there are tremendous regional differences by each Bundesland: In Baden-Württemberg for example, it is six times more likely for an Akademikerkind, i.e., parents having a university degree, to go to the Gymnasium (highest school type in Germany, traditionally leading to university studies) than for an Abeiterkind (working-class parents) even though having the same ability to read (Helbig & Nikolai, 2010).
The two Bundesländer with the lowest differences between Akademiker- and Arbeiterkinder are Berlin and Brandenburg, where primary school (called Grundschule) takes six years instead of the usual four years (ibid.). Especially the transition from primary to secondary school – the (early) tracking in different school systems in Germany, i.e., Förderschule, Hauptschule, Realschule, Gymnasium and Gemeinschaftsschule – impacts not only the academic or educational path but one’s professional career as well (Kristen & Granato, 2007). This is, inter alia, one of many branching points in the German education system, each of them able to socially stratify the students, tracking them into socially homogenous groups. But since the PISA studies of 2001 and following, there has been a wake-up call regarding changing and improving the German education system, yet the overall educational discrimination against children of low socio-economic status (SES henceforth), sometimes cumulated with migration background, remained (OECD, 2020).
Summary of Chapters
1. Akademiker- and Arbeiterkinder: Introduces the correlation between parental socio-economic status and a child's educational path, highlighting regional differences in Germany.
2. Determinants of Educational Success and Inequality: Explores how disadvantages have shifted from rural/religious backgrounds to migration status and underprivileged districts, defining primary and secondary effects.
3. Intervention measures: Tests five hypotheses regarding schooling duration, pre-school access, and tracking systems through a review of existing scientific studies.
4. Conclusive Thoughts: Synthesizes the findings, emphasizing the need for multi-dimensional measures and more empirical data to address institutional barriers.
Keywords
Educational inequality, Germany, Socio-economic status, Primary effects, Secondary effects, Tracking, Gymnasium, Hauptschule, Gesamtschule, Migration background, Summer schooling, Kindergarten, Social mobility, Educational policy, Branching points.
Frequently Asked Questions
What is the core focus of this paper?
This paper examines the mechanisms behind educational inequality in Germany and evaluates potential solutions to bridge the gap between children of different socio-economic backgrounds.
What are the primary thematic areas?
The key themes include the impact of family resources, the role of early childhood education, the consequences of early academic tracking, and the effectiveness of comprehensive schooling.
What is the central research question?
The paper addresses what essentially constitutes educational disadvantage in Germany and what specific, actionable measures can be taken to alleviate these disparities.
Which methodology is employed in this research?
The author uses a analytical approach by reviewing scientific literature, studies, and PISA-related findings to test five specific hypotheses regarding educational intervention.
What topics are covered in the main section?
The main section investigates the determinants of educational success, such as primary and secondary effects of social origin, and evaluates specific interventions like summer schools, kindergarten attendance, and school tracking reforms.
Which keywords best describe this study?
Key terms include educational inequality, social origin, tracking, socio-economic status (SES), and intervention measures within the German education system.
How does the author define the "primary effects of social origin"?
Primary effects refer to educational disadvantages in a child's path resulting directly from variations in performance and skills stemming from differing family backgrounds.
What is the finding regarding summer schools?
The paper identifies summer schools as a significant, evidence-based measure that can reverse performance loss, particularly for students from low SES families or those with a migration background.
Why is the "early tracking" system in Germany criticized?
It is criticized because it socially stratifies students into homogenous groups at a young age, with consequences that are often long-lasting and difficult to revise for the individual's future career.
- Quote paper
- Franziska Gehrig (Author), 2021, Intervening Educational Inequality in Germany, Munich, GRIN Verlag, https://www.grin.com/document/1029918
