EMI in Germany. Qualitative differentiation in a tracked education system

This article discusses effectively maintained inequality considering two different examples from the Germany education system: secondary school attainment and enrolment in highly ranked universities among freshmen. In our analyses of secondary school attainment, we investigate whether considering di...

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Bibliographic Details
Published inThe American behavioral scientist (Beverly Hills) Vol. 61; no. 1; pp. 74 - 93
Main Authors Weiss, Felix, Schindler, Steffen
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 2017
SAGE PUBLICATIONS, INC
Subjects
Attainment
Bildungssystem
Deutschland
Differentiation
Education
Educational systems
Higher education
Hochschule
Inequality
Ranking
Ratings & rankings
Schulentwicklung
Secondary education
Secondary schools
Sekundarbereich
Social inequality
Soziale Ungleichheit
Studienanfänger
Universität
Germany
secondary education
higher education
Social inequality
university rankings
Germany
school tracking
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Summary:This article discusses effectively maintained inequality considering two different examples from the Germany education system: secondary school attainment and enrolment in highly ranked universities among freshmen. In our analyses of secondary school attainment, we investigate whether considering differentiation in upper secondary education leads to other conclusions than restricting the analyses to the conventional distinction between the traditional degree levels. In our analyses of university choice, we investigate whether the introduction of university ranking lists has created a new qualitative dimension of inequality in the German higher education system (Orig.).
ISSN:0002-7642
1552-3381
1552-3381
DOI:10.1177/0002764216682811