Entgangene Bildungschancen / Missed Educational Opportunities : Eine empirische Analyse der Reaktionsmuster bei jungen Erwachsenen
: Eine empirische Analyse der Reaktionsmuster bei jungen Erwachsenen
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Medientyp:
E-Artikel
Titel:
Entgangene Bildungschancen / Missed Educational Opportunities : Eine empirische Analyse der Reaktionsmuster bei jungen Erwachsenen
:
Eine empirische Analyse der Reaktionsmuster bei jungen Erwachsenen
Beschreibung:
<jats:title>Abstract</jats:title>
<jats:p> The acquisition of the educational attainment level, a person’s major determinant of his life chances as an adult member of society, is bound to early stages of his life cycle. In the educational field, research and theory are primarily concerned with social and psychological factors affecting access to and performance in the 3 echelons of the institutionalized education system and with its sociological and political implications for social differentiation and equality of opportunities. </jats:p>
<jats:p>In this study of 3 randomly selected samples of young adult males and females in Hamburg (N= 681/688/ 665: respondents of different educational qualifications all of whom did not attain the highest level of formal schooling possible) representing 2 birth cohorts at 2 different points in time, retrospective satisfaction/dissatisfaction with the personal level of formal schooling is treated as a dependent variable as related to age and social change, sex social background, social class, mobility, status inconsistency, political interest and participation. The basic hypothesis that dissatisfaction will increase with the enduring submission to the retarding influence of low level atteinment of formal schooling has not been confirmed on the over-all scale; rather there are specific subgroups who display growing and/or significantly higher dissatisfaction: mainly those facing barriers to their mobility or aspirations, those submitted to status inconsistency (esp. of the education < income type), and those with high scores of political interest and participation. No evidence for compensation - material or social - for missed educational opportunities has been found; rather, the authors suggest, there are mechanisms of reduction of dissonance at work to account for the high level of satisfaction associated with the educationally most underprivileged. </jats:p>
<jats:p>A comparison with data from an educational institution in Hamburg which is open to applicants without qualified formal schooling but offers access to the university to its graduates reveals that adult education of this kind does not neccessarily contribute to dedifferentiation of society.</jats:p>