Why are male students less likely to opt for social science courses? : a theory-driven analysis

Copyright © 2020 SageIn this article, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned behaviour and theories centring on gender role orientations, the empirical base is a random cluster sample of high-school graduates in Switzerland. The results show different gender effects, as well as direct and indirect effects, for all the theory of planned behaviour factors. Gender role orientations and the question of how a social science profession fits one’s own gender identity appear to be of particular importance only among male students

Educational Expansion and Interest in Politics in Temporal and Cross-cultural Perspective: A Comparison of West Germany and Switzerland

Interest in politics is a prerequisite for political participation and political engagement. The promotion of political engagement and the education of citizens to become politically mature were basic concerns of educational reforms in the 1960s. This article examines whether educational expansion since then has had an impact on citizens' political interest. The effects of education, age, period, and cohort on political interest are analysed simultaneously. A cross-cultural perspective is included by comparing these effects in Switzerland, a direct democracy that provides its people with extensive opportunities to participate, and West Germany, a representative democracy with less such opportunities. The data base consists of cumulated data sets (ALLBUS, UNIVOX). Results show that there is a robust effect of education: the more educated are more politically interested. The younger generation is not, as is often suggested, more distant from politics. Taking into account their higher educational level, these younger cohorts show the same level of political interest as the older cohorts did at the same ag

Unkonventionelle Politische Partizipation Im Zeitverlauf: Hat die Bildungsexpansion zu einer politischen Mobilisierung beigetragen?

Zusammenfassung: In Demokratien wird von vielen Seiten eine zunehmende Abkehr der Bürger und Bürgerinnen von Politik beklagt. Haben die Bildungsreformen der 1960er Jahre, zu deren Grundanliegen auch die Förderung politischen Engagements und die Erziehung zu mündigen Bürgerinnen und Bürgern gehörten, in diesem Punkt versagt? Im Rahmen dieses Beitrags wird der Frage nachgegangen, ob die Bildungsexpansion eine politische Mobilisierung zur Folge hatte, im Zuge derer unkonventionelle politische Partizipationsformen an Bedeutung gewonnen haben. Unter Nutzung kumulierter ALLBUS-Datensätze (1988-2000) werden zunächst soziale Hintergrundmechanismen des Zusammenhangs zwischen Bildung und politischer Partizipation auf der individuellen Ebene betrachtet, um dann anhand einer simultanen Modellierung von Alters-, Perioden-und Kohorteneffekt unkonventionelle politische Partizipation im Zeitverlauf zu untersuchen. Im Ergebnis zeigen sich gleich bleibend starke Effekte des Bildungsniveaus sowie Hinweise, dass eine politische Mobilisierung stattgefunden hat. Während die höher Gebildeten sich als die hauptsächlichen Träger dieses Prozesses erweisen, bleibt die Distinktion der niedrigen Bildungsgruppen im Hinblick auf ein geringes Niveau politischer Partizipation erhalte

Migrant Background and Higher Education Participation in Europe: The Effect of the Educational Systems

The main aim of this article is to shed light on the extent to which differences in higher education participation between people with and without a migrant background of low/higher social origin can be explained by two macro-level characteristics of national educational institutions: stratification of the secondary school system and provision of alternative access to higher education. General assumptions are that people with a migrant background of low social origin benefit in low-stratified secondary school systems and in systems that provide alternative access to institutions of higher education more than their native peers in the same social stratum, owing to primary and secondary effects of migrant background. Database is a pooled dataset of the five waves of the European Social Survey. Results of logistic multi-level analyses indicate that a low-stratified secondary school system improves the probability of people with a migrant background/low social origin attaining a higher education degree. On the other hand, a stratified secondary school system reduces their chances regarding this educational stage. The provision of alternative access to an institution of higher education improves their likelihood of becoming higher education graduate

Sistemas educativos basados en políticas públicas, caso Finlandia, Chile y Colombia: Lecciones para Colombia desde la óptica del Derecho Comparado

Artículo de investigaciónEl artículo 67 de la Constitución Política de Colombia de 1991 establece que “la educación es un derecho y un servicio público que tiene una función social”, entendiendo lo anterior Colombia ha construido una serie de políticas públicas en torno a la educación, que han ido avanzando con el tiempo. No obstante, lo anterior, la cobertura y la calidad de la educación en todo el territorio colombiano, aún son un tema pendiente para la administración nacional. El sistema educativo en Colombia se encuentra conformado por la educación formal que se divide en tres niveles que son: educación preescolar, la educación básica y la educación media; sobre cada uno de estos niveles se han hecho políticas públicas que permiten a los ciudadanos acceder a los mismos y mejorar el nivel educativo de la población en general, en razón de lo anterior que se realizo un análisis de dichas políticas y contrastarlas con políticas educativas que han adoptado países como Chile y Finlandia teniendo en cuenta la calidad de estos sistemas educativos, pues de la experiencia que vivieron los países nombrados se tomo las lecciones que guiaran a Colombia al siguiente paso en el desarrollo educativo y posiblemente al desarrollo social.INTRODUCCIÓN 1. GENERALIDADES DE LA EDUCACION 2. POLÍTICAS PÚBLICAS DE EDUCACIÓN EN LATINOAMÉRICA 3. POLÍTICAS PUBLICAS DE LA EDUCACIÓN EN EUROPA 4.CONCLUSIONES BIBLIOGRAFÍA ANEXOSPregradoAbogad

Policy and practice change at local, regional and international levels: impacts from Born in Bradford

YesBorn in Bradford is a prospective pregnancy and birth cohort in the UKs 6th largest city. Between 2007 and 2011 12,453 women (13,776 pregnancies), 3,448 of their partners and 13,818 babies were recruited. Half of families are in the poorest fifth of deprivation for England and Wales, and 45% are of Pakistani origin. Recruitment was in one Metropolitan District. This allows consideration of the impact of local circumstances, including service provision and policy choices, and engagement with the local community to implement evidence based responses to study findings. The introduction of a large study into a local health economy contributed to organizational changes including the development of a paperless maternity data system and better links between primary, secondary, and child health services. Embedding research in practice can lead to improved quality of routine data collected, for example on infant growth, and make routine data available for research, enhancing its cost effectiveness. Early adoption of research findings locally includes the introduction of routine vitamin D supplementation and an oral glucose tolerance test for all pregnant women. Findings that consanguinity was associated with a doubling of risk for congenital anomaly and that 30% of all anomalies in children of Pakistani origin could be attributed to consanguinity reinforced local commitment to community education about genetics and targeted genetic counselling. These findings also led to the establishment of a regional congenital anomalies register. In partnership with the European ESCAPE consortium (14 cohorts in 12 countries) a significant association was found between fetal growth and air pollution. The European Environmental Agency Director stated that this evidence is sufficient to trigger changes in EU regulations. Some findings can be quickly embedded in local provision, some have a resonance that prompts regional changes, some are generated with collaborators and can lead to policy change at international level

Bildung und subjektives Wohlbefinden im Zeitverlauf, 1984-2002: Eine Mehrebenenanalyse

Zusammenfassung: Diese Analyse des subjektiven Wohlbefindens verfolgt zwei Ziele. Zum einen wird die Entwicklung des subjektiven Wohlbefindens über die Periode zwischen 1984 und 2002 untersucht. Dabei werden Alters-, Perioden- und Kohorteneffekte simultan betrachtet. Als soziale Mechanismen hinter den Wandlungsprozessen, das heißt als Prädiktoren für das subjektive Wohlbefinden und die Variation im Zeitverlauf, werden Bildung und Bildungsexpansion thematisiert und in die Analysemodelle eingeführt. Um die Lebenszufriedenheit unabhängig von gesundheitlichen Aspekten zu untersuchen, wird die Gesundheitszufriedenheit kontrolliert. Methodisch folgt der Beitrag einem Mehrebenenansatz. Zur Datenanalyse werden Hierarchisch Lineare Modelle (HLM) herangezogen. Detailliert wird auf die benötigte Datenstruktur, die Anwendbarkeit und die Parameter-Schätzungen von HLM eingegangen. Die Datengrundlage bildet das Sozio-Ökonomische Panel (SOEP), wobei nur die Teil-Stichprobe der Westdeutschen in die Analyse einbezogen wird. In den Resultaten zeigen sich - neben einem starken Einfluss der Gesundheitszufriedenheit - u.a. robuste Bildungseffekte, ein substanzieller Alterseffekt und ein schwacher negativer Kohorteneffekt auf die Lebenszufriedenhei

Alienación Escolar, Rol de Género Patriarcal y los Chicos con Bajos Niveles de Éxito Escolar. Un Estudio con Métodos Mixtos

This paper attempts to be an empirically backed contribution to the current ‘failing boys’ debate in regard to their lower educational success. The cross-sectional analysis focuses on two possible factors behind the lower educational success of boys in secondary school: school alienation and patriarchal gender-role orientations (as an expression of the ‘hegemonic masculinity’). School deviance on the behavioural level is considered as a main mediator between these factors and educational success. Furthermore, teaching style, peer attitudes and social origin are taken into account as important factors of educational success. Analyses are based on a Swiss mixed-method study (questionnaires among 872 eighth-graders, group discussions, class room observations). Results indicate that the gender gap in educational success is caused partly by boys being more alienated from school and preferring patriarchal gender-role orientations. The impacts of these factors on educational success are mediated by school deviance. An authoritative teaching style can largely reduce school alienation.Este trabajo intenta ser una contribución empírica sobre el debate actual alrededor de los malos resultados educativos de chicos. El análisis trans-sectorial se centra en dos posibles factores que explican el éxito educativo inferior de los chicos en la escuela secundaria: la alienación escolar y las orientaciones de género de carácter patriarcal (como una expresión de la "masculinidad hegemónica"). La desviación escolar en el nivel de comportamiento se considera como un mediador principal entre estos factores y el éxito educativo. Además, las metodolgías educativas, las actitudes en el grupo de iguales y el origen social se tienen en cuenta como factores importantes del éxito educativo. Los análisis realizados se basan en un estudio realizado con métodos mixtos (cuestionarios a 872 estudiantes de octavo grado, grupos de discusión, observaciones en las clases). Los resultados indican que la brecha de género en el éxito educativo es causada, en parte, porque los niños están más alejados de la escuela y prefiriendo roles patriarcales de género. De modo que el impacto de estos factores en el éxito educativo están directamente relacionados con la desviación escolar. Un estilo de enseñanza autoritaria puede reducir en gran medida la alienación escolar

Bildung und subjektives Wohlbefinden im Zeitverlauf, 1984-2002 : eine Mehrebenenanalyse

Erworben im Rahmen der Schweizer Nationallizenzen (http://www.nationallizenzen.ch