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A research framework to organize and develop VET research
Get PDFContext: In this short paper, we report on the development of the VET research framework and present its current status since we started discussing it in 2016.
Approach: Development of a VET research framework to organize VET research, ease communication in a multidisciplinary and multifaceted applied research field, and determine research gaps.
Findings: Defining a VET research framework is demanding and will remain a work in progress. We suggest to include the notion of Bildung to refine the framework.
Conclusions: Further work is needed to develop the research network to serve VETNET and integrate the diverse research done by its members
Kulturelle Passung zwischen Familie und Schule im Kontext von Transitionen im Schuleingangsbereich – Erkenntnisse aus einer qualitativ-ethnografischen Längsschnittstudie über sozial privilegierte Familien
Get PDFIm vorliegenden Beitrag werden Erkenntnisse zur kulturellen Passung zwischen sozial privilegierten Familien und der Schule präsentiert. Sie resultieren aus einer qualitativ-ethnografischen Längsschnittstudie, die im Kanton Bern durchgeführt wurde. Im Zentrum der Studie stand die Fragestellung, wie diese Familien die Transitionen ihres erstgeborenen Kindes in den Kindergarten und in die Primarstufe erleben und bearbeiten. Während sich die familialen Bildungsanregungen als passend zu den schulischen Leistungserwartungen erwiesen, manifestierten sich unerwartete Herausforderungen bezüglich Verhaltensanforderungen, welche die Passung zuweilen in Frage stellten
Deservingness and Welfare Attitudes Through Young Eyes: The Future of the Swiss Welfare State
Get PDFThis article demonstrates the value of including youth in deservingness and welfare attitude research by investigating Swiss adolescents' deservingness opinions and welfare attitudes (N = 1601, mean age = 14.6). Through a survey experiment focusing on different unemployed groups and unemployment-related policies, the study revisits prominent research results like the immigrant deservingness gap from a novel perspective, generating insights relevant within and beyond the Swiss context. First, deservingness is a vital predictor of attitudes towards social rights and obligations already in younger years. Moreover, while some patterns of adult-centred studies are replicated (older unemployed are seen as more deserving than younger unemployed), there are also stark deviations: EU unemployed living in Switzerland are not seen as less deserving than Swiss unemployed. More research focusing on youth can enhance the social legitimacy of policies, clarify the relationship between deservingness and welfare attitudes, and potentially indicate what to expect from the future of the welfare state
Individual and Classroom-level Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach
No full textPrior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various
profiles of bystander behavior
Spiel der Varietäten: ethnografische Einblicke in sprachliche Grenzgebiete einer diglossisch geprägten Schweiz
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Transition from Lower to Upper Secondary Education: Influence of a diagnosed anxiety disorder or depression during adolescence on post-compulsory education trajectories
No full textDer negative Einfluss psychischer Erkrankungen wie Angststörung oder Depression während des Jugendalters auf den weiteren Lebenslauf ist gut dokumentiert. Über deren Einfluss auf den Verlauf der nachobligatorischen Ausbildung ist jedoch deutlich weniger bekannt, obwohl Ausbildungsverläufe den weiteren Lebenslauf massgeblich beeinflussen. Die vorliegende Studie untersucht deshalb, inwiefern eine diagnostizierte Angststörung oder Depression (Angststörung/Depression) auf Sekundarstufe 1 (Sek1) eine Ausbildungssituation mit niedrigerem Anforderungsniveau oder eine kritische Transition auf Sekundarstufe 2 (Sek2) begünstigen können. Die Analysen basieren auf einer Längsschnittstichprobe von 1369 jungen Erwachsenen (Sek2: M=19.08 Jahre). Regressionsanalysen und ein Propensity-Score-Matching wurden verwendet, um bezüglich leistungs-, eignungsbezogener und askriptiver Merkmale vergleichbare junge Erwachsene mit und ohne diagnostizierte Angststörung/Depression in der Sek1 zu untersuchen. Eine diagnostizierte Angststörung/Depression auf Sek1 hing signifikant mit einer Ausbildungssituation mit niedrigerem Anforderungsniveau (OR=0.54, p=.032) auf Sek2 und einem grösseren Risiko eines verzögerten Ausbildungseinstiegs (z.B. OR=6.00, p=.004, drittes Jahr Sek2) zusammen; bei denjenigen jungen Erwachsenen, die einen Ausbildungseinstig geschafft haben, zeigte sich jedoch kein Unterschied bezüglich des Anforderungsniveaus (OR=0.81, p=.469). Eine diagnostizierte Angststörung/Depression auf Sek1 hing zudem mit einem grösseren Risiko eines Ausbildungsabbruchs (OR=4.40, p<.001) oder Lehrbetriebswechsels (OR=4.44, p=.001) zusammen. Die Ergebnisse unterstreichen die Wichtigkeit der Prävention, Früherfassung und Behandlung von Angststörung/Depression im Jugendalter. Insbesondere sollten die betroffenen Jugendlichen beim Einstieg in eine nachobligatorische Ausbildung unterstützt werden (Berufsorientierungsprozess, Bewerbungsprozess, Ausbildungs- und Lehrstellensuche). Je früher eine psychische Erkrankung diagnostiziert und behandelt wird, desto besser ist die Prognose für den Rest des Lebens.The negative influence of anxiety disorders or depression during adolescence on the further life course is well documented. However, less is known about their influence on post-compulsory education even though post-compulsory education trajectories themselves also affect the life course. The present study investigates whether a diagnosed anxiety disorder or depression (anxiety/depression) during lower secondary education (LSE) is a risk factor for an upper secondary education (USE) with a lower level of demand or a critical transition to USE. Analyses are based on a longitudinal sample of 1369 young adults (during USE: M=19.08 years). Regression analyses and propensity score matching was used to examine comparable participants (in terms of achievement, aptitude, and ascriptive characteristics) with and without anxiety/depression during LSE. Anxiety/depression during LSE was significantly related to an USE with lower level of demand (OR=0.54, p=.032) and a greater risk of not having started an USE (OR=6.00, p=.004) at the third year of USE; however, those who have started an USE did not differ in terms of level of demand (OR=0.81, p=.469). Furthermore, anxiety/depression during LSE was a risk factor for a discontinuation in education (OR=4.40, p<.001) or change of apprenticeship company (OR=4.44, p=.001) at USE. These findings show the importance of prevention, early intervention, and treatment of anxiety disorders and depression in adolescence. Affected adolescents should be supported when entering USE (career orientation process, application process, education, and apprenticeship search). The earlier a mental illness is diagnosed and treated, the better the prognosis for the rest of life
Effectiveness of an unguided online intervention for sexual pleasure in women: A randomized controlled pilot study
Get PDFThe importance of sexual pleasure as a factor promoting sexual and public health is increasingly recognized. Nevertheless, hardly any theory-based and empirically tested interventions exist for fostering sexual pleasure. Consequently, we developed an unguided online intervention called PleaSure to promote sexual pleasure in women. In a randomized controlled pilot trial with a mixed-method design, we evaluated the effectiveness of PleaSure by comparing the intervention group to a waitlist control group in pre–post measurements over 4 weeks. With 657 participants (Mage = 31.46, SDage = 8.78), we evaluated an index of sexual pleasure and five facets: sensual pleasure, pleasure-related mastery, pleasure-related validation, interaction pleasure, and bonding pleasure. The results show that the online intervention primarily strengthened the intrapersonal domain of sexual pleasure by increasing pleasure-related mastery. Neither the other facets nor the index was significantly influenced by the intervention. Although the effects of the quantitative data are small, the qualitative data support overall positive effects on participants’ sexual experience. We discuss the content of the intervention and the methods used. Our pilot study suggests that sexual pleasure can be promoted but that major improvements are needed to the intervention’s content and design to do so effectively. Therefore, future studies are encouraged to further develop and implement such resource-efficient interventions in clinical and non-clinical samples to better understand the importance of sexual pleasure to sexual health
Algorithmische Alchemie – die sozio-technische Reproduktion sozialer Ungleichheit im Bildungssystem
Get PDFAlgorithmische Systeme versprechen, die Bewertung schulischer Leistung zu objektivieren und Bildungsangebote zu individualisieren. Statt subjektiver Urteile von Lehrpersonen sollen Algorithmen entscheiden, wie Freitextaufgaben und Essays zu bewerten sind und wie Aufgaben zugeteilt werden. Doch die Intransparenz der Technik erzeugt unbemerkt neue Formen der Ungleichheit. Die Datensätze und ihre algorithmische Auswertung unterliegen einem algorithmic bias, der bestehende Bildungsungleichheiten nicht bloß reproduziert, sondern sogar verstärkt. Wir diskutieren diesen Umstand anhand zweier Anwendungsfälle: adaptive Lernsysteme und automatisierte Bewertung. Wir betrachten die angewandten algorithmischen Systeme im Kontext ihrer praktischen Wirkzusammenhänge und plädieren abschließend für eine Aufwertung der pädagogischen Profession angesichts der geschilderten Risiken
