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Book part
Publication date: 30 October 2018

Taylan Acar

This study examines the educational aspirations of immigrant students, who are descendants of eight different immigrant communities in Germany. First, the article shows that…

Abstract

This study examines the educational aspirations of immigrant students, who are descendants of eight different immigrant communities in Germany. First, the article shows that compared to native German students, the educational aspirations of students with migration origin vary substantially. Challenging previous narratives of immigrant optimism and information deficit, the article suggests that the students of Turkish origin develop a conscious appraisal of obtaining an academic high-school qualification (AHSQ), even if they realize they will not be able to receive one by the end of the high-school. The study also shows that the duration of their stay in Germany plays a significant role in attenuating the high educational aspirations of most immigrant communities. However, Turkish students constitute an exception to this finding as they maintain high idealistic aspirations from first- to third-generation. The return migrant students from the former Soviet Union are the only group who report high educational aspirations, when asked about both their idealistic and realistic aspirations. Finally, the findings indicate that the position of the particular immigrant groups within the German social status hierarchy is a strong determinant of the educational aspirations of immigrant students and their parents.

Details

Research in the Sociology of Education
Type: Book
ISBN: 978-1-78769-077-6

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Book part
Publication date: 7 July 2017

Katrin Böhme, Birgit Heppt and Nicole Haag

Large-Scale Assessments in Germany have shown that language-minority students as well as students with special educational needs (SEN) perform significantly less well than…

Abstract

Large-Scale Assessments in Germany have shown that language-minority students as well as students with special educational needs (SEN) perform significantly less well than language-majority students or students without SEN. This performance gap may be related to a limited accessibility of the tests. One way to test whether assessments allow all students to demonstrate their knowledge in a comparable way is the analysis of differential item functioning (DIF). In this chapter, we evaluate DIF coefficients in order to examine group-specific difficulties in reading comprehension for language-minority students and students with SEN in the German National Educational Assessment.

In the first study, we investigate the assessment of reading literacy of language-minority learners and German monolinguals from low-SES families. We found only a few items with moderate DIF and no items with large DIF. This indicates that the reading assessment was equally valid for second-language learners and German monolingual students.

In our second study, we report about the psychometrically successful development of easy and more accessible reading tasks for students with SEN. Further analyses showed that DIF predominantly occurred in items that captured contents that are not necessarily covered in literacy instruction targeted at students with SEN.

Details

Inclusive Principles and Practices in Literacy Education
Type: Book
ISBN: 978-1-78714-590-0

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Article
Publication date: 5 May 2023

Akhtar Bibi, Muyu Lin, Julia Brailovskaia and Jürgen Margraf

Poor mental health in men and women is attributable to disparities in physical traits, social roles, power and health-seeking behaviours. This study aims to examine the gender…

Abstract

Purpose

Poor mental health in men and women is attributable to disparities in physical traits, social roles, power and health-seeking behaviours. This study aims to examine the gender differences in mental health among Pakistan and German university students and focuses on their right to seek mental health care.

Design/methodology/approach

Data on depression, anxiety and stress symptoms, as well as positive mental health (PMH), resilience, social support and life satisfaction, were gathered from Pakistani and German students.

Findings

In contrast to the Pakistani group, where no such gender differences were seen, women in Germany reported higher degrees of stress, anxiety and depression, as well as a lower level of overall good mental health. In comparison to German men and women, Pakistani women scored equally high on resilience. While gender had no bearing on life happiness in either Pakistan or Germany, women in both countries perceived more social support than men did.

Research limitations/implications

The study’s strengths include its large sample size and battery of mental health measures. The results of partial weak measurement Invariance (MI) on the stress subscale underlined the importance of using MI in cross-cultural studies. The validity of a direct comparisons on sum score between different language versions or country samples shall be cautious. Still, there are limitations. Firstly, the authors did not differentiate gender and biological sex, and there was no group of non-binary gender. Pakistani (N = 1,840) and German (N = 7,890) students were in unequal numbers. Again, only university students were sampled, so the results cannot be generalised to older (probably less educated) populations. Self-reported data that mainly obtained via online survey were the third limitation. This design is cost-effective and easy to administer for cross-cultural survey research. However, social desirability and memory bias are common in self-report inventories. Fourthly, although English is an official language in Pakistan and the medium of instruction in education, the authors recommend future study to use questionnaires that have been translated and validated into Urdu (Pakistan’s national language) and investigate gender differences in a general population. Fifthly, this is a cross-sectional survey; the authors were not able to explore the causality or risk factors that contribute to the poor mental well-being in Pakistan students in general or the relatively worse mental health in German women. Future studies may investigate the mechanism behind the phenomena observed in this study with longitudinal or experimental design. Last but not least, Germany and Pakistan differ in so many different aspects from culture, religions and history to social structure and economic status, which make it hard to claim whether the observed differences were due to national differences, cultural differences, economic differences, gender inequality differences or other effects. It would be helpful for future studies to include more country samples with clear definitions of different “culture” aspects for a better understanding of gender differences in other countries and in different mental well-being constructs.

Practical implications

The current study is the first attempt to compare the gender difference patterns in positive and negative mental health between European and South Asian counties and focuses on gender-specific approaches. Although Pakistani university students reported in general worse mental well-being, the differences between the two genders in mental health (e.g. depression, anxiety, general PMH) were not as pronounced as in the German student sample. Gender comparisons in these mental health constructs would help to improve protective factors against mental illness and to develop appropriate management programmes based on cultural differences. The results suggest that the gender differences found in western countries cannot always be directly translated into the South Asian cultural framework. Our results also highlight the importance of improving the general situation of Pakistan (students) instead of focusing on one gender. At the same time, in Germany, prevention and intervention plans are more warranted for women. It could be that once the general situation in Pakistan is improved, the gender-related differences in mental health will be clearly observed.

Originality/value

These findings imply the significance of cultural context when inferring gender variations in mental health. Moreover, it supports the advancement of comprehensive policies to reduce gender-related mental health inequalities and focuses on the equal rights of men and women to get mental health care.

Details

International Journal of Human Rights in Healthcare, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-4902

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Article
Publication date: 11 September 2017

Jörg Vianden and Tamara Yakaboski

The purpose of this paper is to advance a classification of satisfactory and unsatisfactory critical incidents of student-university relationships at German universities.

Abstract

Purpose

The purpose of this paper is to advance a classification of satisfactory and unsatisfactory critical incidents of student-university relationships at German universities.

Design/methodology/approach

Using the Critical Incident Technique (CIT), this paper reports the results of an exploratory study of 15 tertiary education students at three German universities.

Findings

Participants perceive satisfaction and dissatisfaction stemming primarily from their courses of study, their interactions with faculty, and their perceptions of administrative and student services.

Research limitations/implications

The sample was small, dominated by female participants, and the recollection of past events is assumed to be accurate.

Practical implications

University administrators should consider creating institutional environments that ensure the responsiveness and engagement of faculty, the assessment of student perceptions of their university experience, and the improvement of administrative and student services to aid the satisfaction of students.

Originality/value

The CIT method allows participants to express what matters most to them in their university experience rather than following researcher-generated questions, which tends to be the norm in traditional studies on the university student experience. Given that this study was conducted in Germany with German students, it highlights a different understanding of satisfaction that counters the dominant western-focused research on this topic.

Details

International Journal of Educational Management, vol. 31 no. 7
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 26 November 2020

Sven-Ole Andersen

The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the…

Abstract

The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the university level and provides an overview of research on teaching methodologies. The surveys show that selected reality-based activities not only support students’ language-learning efforts, but also contribute to a more relaxed acquisition of the German language, an important factor of Stephen Krashen’s theory of the lowering of the “Affective Filter,” which stems from 1984. The goal was to find specific technology-enhanced exercises that support the acquisition of the German language, including relatively complex grammatical structures. Although the surveys were conducted among students who took German classes at various levels, the assumption can be made that some aspects of the findings and suggestions are also beneficial for the teaching of other foreign languages.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

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Article
Publication date: 2 March 2015

David Burns, Pola B. Gupta and Günter Buerke

– The purpose of this study is to examine whether sentiment toward marketing differs between students attending universities in the USA and Germany.

Abstract

Purpose

The purpose of this study is to examine whether sentiment toward marketing differs between students attending universities in the USA and Germany.

Design/methodology/approach

The sample was drawn from students attending classes in professional programs at two universities in the USA and two universities in Germany. The resulting sample sizes were 312 from the Germany institutions and 392 from the US institutions. Sentiment toward marketing was measured using the Index of Consumer Sentiment toward Marketing.

Findings

The hypothesis that students attending universities in Germany possess lower sentiments toward marketing is supported. Only the first hypothesis addressing the individual aspects of marketing is supported; however, a significant (at the 0.05 level) difference was only observed for sentiment toward advertising. In that instance, students attending universities in Germany were shown to possess more negative sentiment toward advertising than students attending universities in the USA.

Practical implications

The lower sentiment toward advertising among students attending universities in Germany may be expected to present a challenge to marketers attempting to reach these individuals. Their lower sentiment toward advertising may lead German students to be less likely to accept messages conveyed via advertising than their counterparts in the USA.

Originality/value

Past research suggests that differences in sentiment toward marketing exist between consumers residing in nations at different stages of development and with differing types of market structures. Do differences exist, however, between different nations at similar levels of development?

Details

International Journal of Commerce and Management, vol. 25 no. 1
Type: Research Article
ISSN: 1056-9219

Keywords

Article
Publication date: 23 November 2010

Gary Packham, Paul Jones, Christopher Miller, David Pickernell and Brychan Thomas

This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The…

5851

Abstract

Purpose

This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education.

Design/methodology/approach

Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start‐up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five‐point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course.

Findings

Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students.

Practical implications

The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education.

Originality/value

The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship.

Details

Education + Training, vol. 52 no. 8/9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 April 1993

Peter R. Senn

Investigates the importance of English language sources ofFriedrich Theodor Althoff (1839‐1908), a German of great influence bothin his own country and, indirectly, in the United…

Abstract

Investigates the importance of English language sources of Friedrich Theodor Althoff (1839‐1908), a German of great influence both in his own country and, indirectly, in the United States. Explores some measures of his influence in education and international understanding. Examines a wide variety of sources. Explains how it could happen that an influential person would end up in intellectual history with almost no recognition. Challenges several conventional assessments. Althoff′s most important contributions are in print and more almost certainly exist in university archives, but the material is scattered and unorganized. Because we do not yet have the full story of this remarkable and complex man, firm conclusions about his influence are not yet possible.

Details

Journal of Economic Studies, vol. 20 no. 4/5
Type: Research Article
ISSN: 0144-3585

Keywords

Book part
Publication date: 9 August 2023

Lana Apple

Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration…

Abstract

Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration will occur and whether education policies facilitate social cohesion is unclear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this chapter seeks to examine their immigration, integration, and education policies. Using an original conceptual framework, this chapter analyzes how relevant federal and state policies have evolved since the 1980s in these two contexts. This chapter considers integration to be the process by which immigrants identify with the receiving country (RC) and their previous contexts, provided that the RC is supportive and accepting. The goal of integration is less inequality along ethnic or cultural lines. By analyzing policies in terms of immigrant students’ identity formation and conceptions of equality, this chapter argues that the evolution of such policies in Berlin and California has not always been linear. Moreover, while both states consider diversity to be positive, their policies do not extend to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students.

Details

Education for Refugees and Forced (Im)Migrants Across Time and Context
Type: Book
ISBN: 978-1-83753-421-0

Keywords

Article
Publication date: 8 June 2015

Jayne M. Leh, Maike Grau and John A. Guiseppe

– The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries.

Abstract

Purpose

The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries.

Design/methodology/approach

Using a population of convenience, students from one American and one German university were assigned to mixed multi-cultural project groups and collaborated outside of class to address the importance of diversity in education; two weeks later, students met face-to-face as a large group and discussed their findings. All students completed pre- and post-surveys to assess cultural preconceptions, pedagogical beliefs regarding technology-mediated instruction and globalization.

Findings

Pre- and post-surveys and reflective essays indicated that OIE reduced concerns before meeting face-to-face and the process successfully facilitated a deeper understanding of cultural diversity in education.

Research limitations/implications

Generalizing results given the limited time frame of OIE and face-to-face interactions to other populations is cautioned. Future research should investigate extended interactions.

Originality/value

These results suggest the value of OIE with these pre-service teachers as an integrated method for teaching language and culture, broadening understanding of cultural diversity, and promoting familiarity in culturally diverse settings prior to an international field experience.

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