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Focusing on the agency feature of considering the future, we study the role of general future orientations and specific future life goals in educational achievement (Grade Point Average) and related educational inequalities. These factors are more remote from the outcome of educational attainment than are such frequently studied predictors as educational aspirations. Our research areas include: a) the link between future orientations and educational achievement; b) the link between certain future life goals (conceptualised along the lines of the values circumplex of Schwartz 1992) and achievement; and c) differences in future orientations and future life goals constituted by social origin and gender. Our analyses are based on a data set of Swiss eighthgraders (N = 772). While information on school marks is of an administrative nature (teachers’ records) and related to the end of the term, all other variables were gathered during term time from the students. However, some of the findings are counter-intuitive, such as anticipation of the future not being positively associated with achievement. Although the results indicate certain disparities in future goals, they only explain some part of the disparities in achievement.

Because not much is known about children’s subjective well-being (SWB) in educational spaces, our objective was to analyze children’s drawings of their ideal school environment, emphasizing the importance of obtaining the children’s perspective. To do so, we analyzed Luxembourgish primary school children’s drawings (n = 150; age 10) using visual grounded theory methodology. The results were centered on 10 main underlying themes that indicated children’s conceptualizations of their dream school in which particular attention was paid to the design of the school buildings, playgrounds, and classrooms. Children’s written inputs showed the boundaries of visual expression, as they mentioned different desires beyond those conveyed by the drawings. In addition to fancy aesthetics of the school environment, material conditions such as playground facilities were found to be a significant part of the children’s dream schools. Our analyses offer meaningful insights into children’s perceptions of an educational environment that fosters well-being, thereby functioning as a blueprint for adults’ efforts to improve schools in a more child-friendly manner.

Im Rahmen des Beitrags wird die Rolle von Bildung für die Integration auf der individuellen Ebene und der gesellschaftlichen Ebene, und damit für Sozial- und Systemintegration diskutiert. Dabei wird von den Funktionen von Bildung – Vermittlung von Kenntnissen und Fähigkeiten, Vergabe von auf dem Arbeitsmarkt umsetzbaren Zertifikaten, Sozialisation von Normen und Werten – ausgegangen. Im theoretischen Teil wird ein Überblick gegeben über Konzeptionen zur Analyse von Bildung und Integration. Im empirischen Teil wird der Forschungsstand im Hinblick auf integrationsrelevante Bildungsfolgen unter besonderer Berücksichtigung von Folgen der Bildungsexpansion zusammengefasst.

Starting out from the frequent empirical finding that immigrants exhibit higher educational aspirations than non-immigrants, we analyse the role of immigrants’ value of education, i.e. the subjective belief that education is beneficial for one’s life, in idealistic and realistic educational aspirations in four distinct institutional settings, comparing Sweden, Germany, the Netherlands and England. While the first part of the analyses relates to how immigrants differ from non-immigrants in the value they assign to education, the second part centres on country differences considering immigrant integration policies and education systems as crucial factors. A third part relates to the links between the value of education and educational aspirations to gain some insight into how the value of education may contribute to educational decisions. Analyses are based on longitudinal data of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). While results show that immigrants assign a higher value to education, the value of education does play a minor role in idealistic and realistic educational aspirations. The results of the country comparison are rather ambivalent, including very weak support for the argument that immigrants strive for education to a higher extent in countries with less favourable conditions.

This article investigates the links between religious beliefs and capitalist mentalities—namely devoutness to Islam and hierarchic self-interest (HSI)—and violence-accepting attitudes among the young Muslim migrant population in Germany. Following a situational perspective, these links are analyzed under different individual conditions structured by (socioeconomic) precariousness and education. Based on framing approaches and concepts from socialization theory, we derive the following hypothesis: The links between religious beliefs and capitalist mentalities and the attitudinal acceptance of violence are stronger among individuals with low levels of education and a precarious economic status (compared to high education/non-precarious status). The strongest link is expected for a negative status inconsistency (high education/precarious economic status). Structural equation models for data from a random probability sample of 350 Muslims (aged 14–32 years) in Germany indicate that attitudinal acceptance of violence among young Muslims is not predicted by devoutness to Islam but by economic precariousness and by acceptance of capitalist values of the HSI belief system.

What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL – School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects.

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings.

Particularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of primary school and encounter a fundamentally different, initially strange school context. The transition to a new secondary school culture is presumably one cause of students’ increasing school alienation as the students face specific expectations from their secondary teachers. The main aim of this paper is to shed light on the association between the change in school culture represented by the teachers’ image of the ideal student and school alienation in the educational context of Luxembourg. The methodolog y follows a qualitative approach: in-depth interviews and group discussions with teachers from primary and secondary schools were analysed applying a qualitative reconstructive approach. The results confirmed the importance of the transition for students’ educational trajectories and indicated its challenges concerning the changes in demands and values students are expected to meet. Various risk and protective factors concerning the development of school alienation over the course of the transition were identified according to the specific demands of a single school’s cultures.

Erworben im Rahmen der Schweizer Nationallizenzen (http://www.nationallizenzen.ch)

Die hohe und gestiegene Bedeutung Inklusiver Bildung – für Individuen und Gesellschaften gleichermaßen – wird global, national, regional und lokal von verschiedensten Akteurinnen und Akteuren hervorgehoben sowie zunehmend auch wissenschaftlich multidisziplinär diskutiert. Inklusive schulische Bildung wird hinsichtlich der Merkmale des Zugangs und der Anwesenheit, der Beteiligung am Unterricht sowie der Teilhabe in Schulaktivitäten sowie in Bezug auf die Lernleistung, respektive deren Zertifizierung, bewertet. Aber auch Aspekte wie Wohlbefinden, Gleichstellung und soziale Integration werden zunehmend thematisiert. Der globale Diskurs um Inklusive Bildung als Menschenrecht geht über die Schulbildung hinaus und betrachtet auch die Hochschulbildung sowie lebenslanges Lernen. Inter- wie intranational werden vergleichende Analysen und Länderberichte immer wichtiger, um den Stand der schulischen Inklusion, der individuellen Verwirklichungschancen sowie der gesellschaftlichen Teilhabe von benachteiligten und behinderten Menschen zu messen. Innerhalb der räumlichen Vielfalt der inklusiven Bildung und sonderpädagogischer Fördersysteme finden sich vielfältige Barrieren, aber auch Katalysatoren inklusiver Bildungsreformen. Die Institutionalisierung sonderpädagogischer Fördersysteme in den deutschsprachigen Ländern, insbesondere über die zweite Hälfte des 20. Jahrhunderts, als isolierten eigenständigen und differenzierten Teil des Bildungssystems, stellt heutige Ziele inklusiver Bildungsreformen vor große Herausforderungen. In den drei hier untersuchten Ländern stellt Deutschland das differenzierteste und auch am stärksten segregierte System dar, dann folgt die Schweiz mit einem eher separativen Modell innerschulischer Differenzierung und schließlich Luxemburg als im Vergleich kleinstes Land, das aufgrund der spät begonnenen Etablierung von Sondereinrichtungen und seiner Kleinteiligkeit und seiner relativ hohen Schuldichte vergleichsweise günstige Ausgangsbedingungen für schulis

Background: Many primary school students encounter the educational system positively from the outset. However, over the school years, students develop negative attitudes towards school, which peaks during secondary education. According to the literature, we conceptualise this process as school alienation: a decreasing sense of belonging in terms of learning, teachers and classmates at school. Purpose: This article critically examines the research on school alienation, with a focus on primary and secondary education. In this overview, we consider definitions, general conceptual approaches and specific concepts of school alienation, as well as methodological issues, including operationalisations of school alienation. Based on our identification of the strengths and shortcomings of previous theoretical and empirical approaches, we propose a definition and model of school alienation that may guide future research efforts. We argue that future research on school alienation needs to focus on the processes by which school alienation manifests itself; moreover, it must take into account how school alienation can differ with regard to various domains in school (i.e. alienation from learning, from teachers, from classmates). Overall, we argue that instead of an emphasis on general alienation from school, a more specific approach to school alienation is required. Sources of evidence: We used scientific research search engines to identify the body of literature that explicitly studies the phenomenon of school alienation. Firstly, we identified different types of school/student alienation definitions and concepts. Then, we selected papers addressing school alienation as a crucial issue, as well as papers investigating this issue in relation to an outcome, such as violent student behaviour and drop-out, for review. Further, we related our review to comparable concepts, such as disengagement, to show similarities and/or differences. Main argument: The findings of our overview poin

Zusammenfassung: In Demokratien wird von vielen Seiten eine zunehmende Abkehr der Bürger und Bürgerinnen von Politik beklagt. Haben die Bildungsreformen der 1960er Jahre, zu deren Grundanliegen auch die Förderung politischen Engagements und die Erziehung zu mündigen Bürgerinnen und Bürgern gehörten, in diesem Punkt versagt? Im Rahmen dieses Beitrags wird der Frage nachgegangen, ob die Bildungsexpansion eine politische Mobilisierung zur Folge hatte, im Zuge derer unkonventionelle politische Partizipationsformen an Bedeutung gewonnen haben. Unter Nutzung kumulierter ALLBUS-Datensätze (1988-2000) werden zunächst soziale Hintergrundmechanismen des Zusammenhangs zwischen Bildung und politischer Partizipation auf der individuellen Ebene betrachtet, um dann anhand einer simultanen Modellierung von Alters-, Perioden-und Kohorteneffekt unkonventionelle politische Partizipation im Zeitverlauf zu untersuchen. Im Ergebnis zeigen sich gleich bleibend starke Effekte des Bildungsniveaus sowie Hinweise, dass eine politische Mobilisierung stattgefunden hat. Während die höher Gebildeten sich als die hauptsächlichen Träger dieses Prozesses erweisen, bleibt die Distinktion der niedrigen Bildungsgruppen im Hinblick auf ein geringes Niveau politischer Partizipation erhalten

Early identification of school alienation is of great importance for students’ educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly developed assessment instrument, the School Alienation Scale (SALS), to measure school alienation among primary and secondary school students. The SALS consists of three school-related domains, namely, classmates, teachers, and learning. Based on the responses of Swiss (1) and Luxembourgish (2) students from two schoolspecific cohorts — primary (grade 4; n1=486, n2=503) and secondary schools (grade 7; n1=550, n2=534), we assessed instrument reliability, validity, and cross-cultural equivalence. The scale showed evidence of reliability and internal validity across two samples, confirming that the hypothesized first-order three-factor model fits the data better than several alternative models. The results of measurement invariance tests revealed that the measurement model operated equally well for primary and secondary school students in both countries. The construct validity of the SALS was additionally supported by demonstrated criterion-related validity. Specifically, school alienation domains were negatively associated with positive attitudes to and enjoyment in school; social problems in school were positively related to alienation from classmates and teachers. Our key contributions to the measurement of school alienation are the disclosure of the core domains of school alienation, development of a reliable and valid instrument, and justification for its use. Therefore, the results of this study have important implications for further theoretical work in alienation research and contribute to comparative research by examining the construct of school alienation in different educational settings.