Main Content
Session Information
14 SES 04 A, Educational Trajectories of Young People – Attempts to Describe and Explain
Paper Session
Contribution
Educational decision-making in general and at the stage when students are divided into different tracks (between and/or within the schools) is one of the major foci of educational research. Between school tracking when students change schools according the chosen track occur at different educational levels, e.g. in Germany after the primary school, in Italy and Russia after the secondary level. Three sets of agents play significant role in the choice of further education: teachers, parents and children. In case of 11 years old students the decision is made primarily by teachers (and in case of Rhineland-Palatinate by parents and teachers together); with 14-15 years student the decision is made primarily by parents and students themselves. Regardless the type of a tracking system the main research questions are the same: which factors influence the decision, how the choices are perceived and framed and what are the outcomes of these decisions?
Our analysis follows – to a certain extent – the Model of Frame Selection (Esser, 2003, 2006; Kroneberg, 2006, 2007; Kroneberg, Stocke, Yaish, 2006) by defining frames as "mental models of situations, which equip an individual with pre-fabricated answers to critical questions [in] a particular situation” (Kroneberg, 2006) - in the case, the situation of choosing educational paths. This model was successfully applied to the analysis of German educational system by V.Stocké using original survey data (Stocke, 2007).
The proposed paper takes a complementary approach to the above-cited publications. We elicit frames used by decision-makers (parents and students) from qualitative interviews with them. We make an attempt to distinguish several frames contextually and suggest the contextual factors which influence the selection of particular frames by individuals. We would claim that FSM theoretical approach allows educational researchers to find out what frames educational choice (and thus limits step-by-step decision-making).
Our Laboratory of Sociology of Education and Science conducted in 2008-2010 a survey of mobility and stratification in local educational system in a rural region adjacent to the Saint-Petersburg’s metropolitan area. The project was mainly focused on educational choices and trajectories of students after the 9th grade, at which point Russian students have to choose a track. The goal was to analyze the relationship between resources, aspirations, expectations, socio-economic positions and other factors and trajectories of the students. Parents and students have free choice of a track, and teachers and administration do not have formal authority to assign students to the tacks. In other words, local socio-economical situation creates demands for particular tracks among rural population. Such perspective is important for educational policy and planning in metropolitan area and adjacent regions.
Method
Expected Outcomes
References
Esser H Die Rationalität der Werte. Die Typen des Handels und das Modell der soziologischen Erklärung. In: Das Weber-Paradigma. Ed.: G. Albert et.al. Mohr Siebek Tübingen, 2003. Esser H. Rationalität und Bindung. Das Modell der Frame-Selektion und die Erklärung des normativen Handelns// Sonderforschungsbereich 504. 2005. No. 05-16 Esser H. Soziologische Anstösse. Campus Verlag, Frankfurt/New York, 2004. Kroneberg C. The Definition of the Situation and Variable Rationality: The Model of Frame Selection as a General Theory of Action. // Sonderforschungsbereich 504. 2006. No. 06-05. Kroneberg C. Wertrationalität und das Modell der Frame-Selektion // Kölner Zeitschrift für Soziologie und Sozialpsychologie. 2007. Jg. 59 (2). S. 215–239. Kroneberg C. Die Erklärung der Wahlteilnahme und die Grenzen des Rational-Choice-Ansatzes. Eine Anwendung des Modells der Frame-Selektion. In: Jahrbuch für Handlungs- und Entscheidungstheorie. Band 4: Schwerpunkt Parteienwettbewerb und Wahlen. 2006. 79-111pp. Kroneberg C., Stocké V., Yaish M. Norms or Rationality? The Rescue of Jews, Electoral Participation, and Educational Decisions // Working Paper. Stocké V. Entstehungsbedingungen von Antwortverzerrungen durch soziale Erwünschtheit. Ein Vergleich der Prognosen der Rational-Choice Theorie und des Modells der Frame-Selektion // Zeitschrift für Soziologie. 2004. Jg. 33 (4). S. 303–320 Stocké V., Explaining Educational Decision and Effects of Families’ Social Class Position: An Empirical Test of the Breen–Goldthorpe Model of Educational Attainment // European Sociological Review, Volume 23, Number 4 (2007). pp. 505–519
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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