Does differentiation lead to polarization?
- Boy student in elementary school class watching the lesson (Kzenon/Shutterstock)
Séminaire scientifique de l'OSC 2019-2020
98, rue de l'Université 75007 Paris - salle Annick Percheron
vendredi 13 décembre 2019 de 12h à 13h30
Does differentiation lead to polarization? Evidence on the gender-specific development of school engagement in the German educational system
Janina Beckmann (PhD Researcher, University of Cologne)
Educational tracking is a commonly applied educational practice of grouping students into different instructional tracks, creating distinct learning environments. The differentiation-polarization hypothesis suggests that ability grouping will lead to a polarization of students’ attitudes and engagement: those in higher tracks will become more engaged in school, while those in lower tracks will develop counter-school attitudes. In this work in progress, I examine this claim in the context of the German educational system, paying particular attention to possible gender heterogeneities in this process. Theories about gender identity predict that boys will be particularly sensitive to their learning environment, channeling different conceptions of masculinity which either contradict or align with scholastic engagement. Adding to the mainly cross-sectional findings in this research area, I investigate the impact of educational tracking on boys’ and girls’ development of school engagement until three years after the transition from primary into secondary education. These longitudinal data also allow me to more thoroughly disentangle selection from influence effects.
L'inscription au séminaire est obligatoire (sandwich offert)