Peer group, educational distinction and educational biographies
The article presents selected results of a reconstructive study on the significance of the peer group for children’s educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first sho...
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| Published in: | Childhood (Copenhagen, Denmark) Vol. 18; no. 4; pp. 477 - 490 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | English |
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SAGE Publications
01-11-2011
Sage Publications Ltd |
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| Abstract | The article presents selected results of a reconstructive study on the significance of the peer group for children’s educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first shown how, in general, groups of friends in different social contexts exert influence on the children’s school careers. In a second part, the text pursues the question of how children produce social inequality themselves, what processes of distinction they practise and on the basis of which traits and criteria. Thereby the study demonstrates that internal and external distinction practices refer to entirely different concepts of achievement. |
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| AbstractList | The article presents selected results of a reconstructive study on the significance of the peer group for children’s educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first shown how, in general, groups of friends in different social contexts exert influence on the children’s school careers. In a second part, the text pursues the question of how children produce social inequality themselves, what processes of distinction they practise and on the basis of which traits and criteria. Thereby the study demonstrates that internal and external distinction practices refer to entirely different concepts of achievement. The article presents selected results of a reconstructive study on the significance of the peer group for children's educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first shown how, in general, groups of friends in different social contexts exert influence on the children's school careers. In a second part, the text pursues the question of how children produce social inequality themselves, what processes of distinction they practise and on the basis of which traits and criteria. Thereby the study demonstrates that internal and external distinction practices refer to entirely different concepts of achievement. [Reprinted by permission of Sage Publications Ltd., copyright holder.] The article presents selected results of a reconstructive study on the significance of the peer group for children's educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first shown how, in general, groups of friends in different social contexts exert influence on the children's school careers. In a second part, the text pursues the question of how children produce social inequality themselves, what processes of distinction they practise and on the basis of which traits and criteria. Thereby the study demonstrates that internal and external distinction practices refer to entirely different concepts of achievement. (Contains 2 notes.) The article presents selected results of a reconstructive study on the significance of the peer group for children's educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first shown how, in general, groups of friends in different social contexts exert influence on the children's school careers. In a second part, the text pursues the question of how children produce social inequality themselves, what processes of distinction they practise and on the basis of which traits and criteria. Thereby the study demonstrates that internal and external distinction practices refer to entirely different concepts of achievement. Reprinted by permission of Sage Publications Ltd |
| Audience | Elementary Secondary Education |
| Author | Köhler, Sina-Mareen Krüger, Heinz-Hermann Zschach, Maren Pfaff, Nicolle |
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| Keywords | social inequality school careers case studies peer group distinction |
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| References | Elliot, Gable, Mapes 2006; 32 Becker 2003; 19 Ryan 2001; 72 Bradley 1979; 1 Juvonen, Murdock 1995; 66 Larson, Richards 1991; 62 Bauer 2002; 22 Damico 1975; 10 Krüger, Deppe 2008b; 1 Pelkner, Boehnke 2003; 5 Marks 2005; 20 Bohnsack, Nohl 2003; 6 Zinnecker 2000; 20 Sünker 2004; 2 Breidenstein, Meier 2004; 58 Younnis J (bibr53-0907568210394880) 1984 James A (bibr23-0907568210394880) 2004 bibr8-0907568210394880 Brake A (bibr11-0907568210394880) 2006 Qvortrup J (bibr42-0907568210394880) 2008 Krüger H-H (bibr27-0907568210394880) 2008 Deinert A (bibr16-0907568210394880) 2008 bibr47-0907568210394880 bibr9-0907568210394880 Krüger H-H (bibr31-0907568210394880) 2008 bibr39-0907568210394880 bibr10-0907568210394880 Belsky J (bibr4-0907568210394880) 1993 Mannheim K (bibr34-0907568210394880) 1982 Mannheim K (bibr35-0907568210394880) 1993 Breidenstein G (bibr12-0907568210394880) 2004; 58 bibr22-0907568210394880 Younnis J (bibr52-0907568210394880) 1980 Böhme J (bibr6-0907568210394880) 2003 bibr5-0907568210394880 James A (bibr24-0907568210394880) 2005 Krüger H-H (bibr28-0907568210394880) 2008; 1 bibr36-0907568210394880 bibr43-0907568210394880 Lacey C (bibr32-0907568210394880) 1970 Zschach M (bibr56-0907568210394880) 2008 bibr2-0907568210394880 Krüger H-H (bibr30-0907568210394880) 2008 bibr33-0907568210394880 bibr41-0907568210394880 bibr3-0907568210394880 Vester M (bibr49-0907568210394880) 2004 bibr25-0907568210394880 Bohnsack R (bibr7-0907568210394880) 2009 Bauer U (bibr1-0907568210394880) 2002; 22 Zschach M (bibr55-0907568210394880) 2008 bibr18-0907568210394880 Deppe U (bibr17-0907568210394880) 2008 Tajfel H (bibr48-0907568210394880) 1981 Brüß J (bibr13-0907568210394880) 2002 Ko¨hler S-M (bibr26-0907568210394880) 2008 Zinnecker J (bibr54-0907568210394880) 2000; 20 Solga H (bibr44-0907568210394880) 2007 Willis P (bibr51-0907568210394880) 1977 Stecher L (bibr45-0907568210394880) 2001 Fertig M (bibr20-0907568210394880) 2003 Hallinan MT (bibr21-0907568210394880) 1995 OECD (bibr38-0907568210394880) 2005 Krüger H-H (bibr29-0907568210394880) 2008 bibr19-0907568210394880 Sullivan HS (bibr46-0907568210394880) 1983 Coie JD (bibr14-0907568210394880) 1990 Qvortrup J (bibr40-0907568210394880) 2000 bibr37-0907568210394880 bibr50-0907568210394880 Damico SB (bibr15-0907568210394880) 1975; 10 |
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| Snippet | The article presents selected results of a reconstructive study on the significance of the peer group for children’s educational biography. Based on the... The article presents selected results of a reconstructive study on the significance of the peer group for children's educational biography. Based on the... |
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| StartPage | 477 |
| SubjectTerms | Academic achievement Biographies Careers Case studies Children Children & youth Educational attainment Educational Experience Federal Republic of Germany Foreign Countries Friendship Germany Inequality Interviews Peer Groups Peer relationships Schools Social Environment Social Inequality Social influence Social Influences Social reproduction |
| Title | Peer group, educational distinction and educational biographies |
| URI | https://journals.sagepub.com/doi/full/10.1177/0907568210394880 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ947027 https://www.proquest.com/docview/1905708142 https://search.proquest.com/docview/1010630973 https://search.proquest.com/docview/910937240 |
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