EMI in Germany: qualitative differentiation in a tracked education system

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

  • Felix Weiss
  • Steffen Schindler, Universität Bamberg, Tyskland
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.
OriginalsprogEngelsk
TidsskriftAmerican Behavioral Scientist
Vol/bind61
Tidsskriftsnummer1
Sider (fra-til)74-93
Antal sider19
ISSN0002-7642
DOI
StatusUdgivet - 23 jan. 2017

    Forskningsområder

  • Ungdomsuddannelse, Videregående uddannelse

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