Zum Zusammenhang von Wohnortswahl und Schulqualität: theoretische Überlegungen und empirische Befunde

Die Zusammensetzung der Schülerschaft beeinflusst die individuellen Leistungen der Neuntklässlerinnen und Neuntklässler in der Schweiz – das haben Analysen der PISA-Daten 2000 und 2003 gezeigt. Es stellt sich die Frage, warum eine Konzentration von Schülerinnen und Schülern mit sprachlichen und sozio-ökonomischen Benachteiligungen in bestimmten Schulhäusern nicht einfacher verhindert werden kann. Einen Einblick in den Prozess der sozialen Segregation von Gemeinden und Wohnquartieren bieten Theorien der sozial-räumlichen Differenzierung und der Wohnortswahl. Vor diesem theoretischen Hintergrund wird der Zusammenhang von Gemeindemerkmalen, wie zum Beispiel der Steuerbelastung oder der Wohnatmosphäre, mit dem Wohnort von gutsituierten Personen deskriptiv untersucht. Ebenfalls gezeigt wird in diesem Beitrag der Einfluss des Reichtums von Gemeinden auf die Ausstattung ihrer Schulhäuser. Die theoretischen und empirischen Erkenntnisse machen deutlich, dass die Wohnortswahl statushoher Personen im Zusammenhang steht mit der sozialen Entmischung der Schülerschaft in Schweizer Schulhäusern. Mehrfachbelastungen ergeben sich dadurch vor allem für fremdsprachige, sozial benachteiligte Jugendliche, welche nicht in reichen Gemeinden wohnen. (DIPF/Orig.)According to the analyses of the Swiss 2000 and 2003 PISA data, the composition of students in classes of ninth graders has an influence on their individual achievements. This leads to the question of why it is so difficult to avoid accumulations of students with language and socio-economic disadvantages in certain regions, and their schools. Looking at the processes of social segregation in communities or living quarters brings up theories of social differentiation and choice of residence. Following this theoretical background, relationships between characteristics of community (i.e., tax charge, or living atmosphere), and place of residence of wealthy people, are investigated on a descriptive level. The relationship between the wealth of a community and the level of equipment of their schools is also shown. The theoretical and empirical results make clear that the choice of residence of people with high socio-economic status and the process of social segregation in Swiss schools are interconnected. Multiple stress is also put on foreign-language students from socially disadvantaged milieus who do not live in wealthy communities. (DIPF/Orig.

Sibling Rivalry: A Look at Switzerland with PISA Data

In this paper we analyse the sibling size and birth-order effect on educational achievement in Switzerland on the basis of PISA data. We find an overall modest size and birth-order effect. The sibling size effect, however, is a product of a substantial and significant negative size effect for families with lower socio-economic status and foreign origin and a positive sibling size effect in small, native families with a high socio-economic status compared to singlechild families with the same background. Thus, subgroups of the population seem to be confronted with binding budget constraints, although education is free. The hypothesis that parents of larger families spend on average less time with their children is also tested and shows the expected negative effect of the sibling size. We present an extended version of the sibling size model that can account for these effects and discuss the consequences these results might have for social and educational policy

Bildungschancen Jugendlicher in der Schweiz : eine Untersuchung familiärer, schulischer und sozial-räumlicher Einflüsse auf Leistungsunterschiede am Ende der obligatorischen Schulze

Der Anspruch an die Schule ist hoch: sie soll Kinder und Jugendliche entsprechend ihrem individuellen Potenzial fördern, sie zu guten Leistungen anregen und ihnen die Möglichkeit bieten, soziale Benachteiligungen zu überwinden. Eine neue Untersuchung familiärer, schulischer und sozial-räumlicher Einflüsse auf Leistungsunterschiede am Ende der obligatorischen Schulzeit beleuchtet diese Aufgabe aus unterschiedlichen Blickwinkeln

Why Immigrant Background Matters for University Participation: A Comparison of Switzerland and Canada

This article extends our understanding of the difference in university participation between students with and without immigrant backgrounds by contrasting outcomes in Switzerland and Canada and by the use of new longitudinal data that are comparable between the countries. The research includes family socio-demographic characteristics, family aspirations regarding university education, and the student's secondary school performance as explanatory variables of university attendance patterns. In Switzerland, compared with students with Swiss-born parents, those with immigrant backgrounds are disadvantaged regarding university participation, primarily due to poor academic performance in secondary school. In comparison, students with immigrant backgrounds in Canada display a significant advantage regarding university attendance, even among some who performed poorly in secondary school. The included explanatory variables can only partly account for this advantage, but family aspirations regarding university attendance play a significant role, while traditional variables such as parental educational attainment are less important. In both countries, source region background is important. Possible reasons for the cross-country differences are discussed

Social judgments and emotion attributions about exclusion in Switzerland

Adolescents’ social judgments and emotion attributions about exclusion in three contexts, nationality, gender, and personality, were measured in a sample of 12- and 15-year-old Swiss and non-Swiss adolescents (N = 247). Overall, adolescents judged exclusion based on nationality as less acceptable than exclusion based on gender or personality. Non-Swiss participants, however, who reflected newly immigrated children to Switzerland, viewed exclusion based on nationality as more wrong than did Swiss participants and attributed more positive emotions to the excluder than did Swiss participants. Girls viewed exclusion in nationality and personality contexts as less legitimate than did boys, and they attributed less positive emotions to excluder target in the nationality context than did boys. The findings extend existing research on exclusion by focusing on both emotion attributions as well as judgments and by investigating exclusion in a sample that included a recent immigrant group