300 Sozialwissenschaften
Refine
Is part of the Bibliography
- yes (7)
Keywords
- COVID-19 (2)
- Latein (2)
- Latin (2)
- allocation policies (2)
- integration (2)
- intergroup contacts (2)
- language acquisition (2)
- language courses (2)
- refugees (2)
- rural (2)
- Bildung (1)
- Bildungsexpansion (1)
- Bourdieu (1)
- Directed Acyclic Graph (DAG) (1)
- Distinction (1)
- Distinktion (1)
- Education (1)
- Educational Expansion (1)
- Foreign Language (1)
- Fremdsprache (1)
- Social Class (1)
- Survey Research Methods (1)
- Symbolic capital (1)
- Symbolisches Kapital (1)
- Thomas theorem (1)
- Thomas-Theorem (1)
- conservative confidence limits (1)
- nonresponse bias (1)
- prevalence (1)
- probability samples (1)
- soziale Klasse (1)
- unit nonresponse (1)
Institute
- Sozialwissenschaften (4)
- Fachgruppe Soziologie (3)
- Extern (1)
Pulp Science?
(2023)
In times of educational expansion, privileged families are looking for new strategies of distinction. Referring to Pierre Bourdieu’s theory of distinction, we argue that choosing Latin at school – a language that is no longer spoken and therefore has no direct value – is one of the strategies of privileged families to set themselves apart from less privileged families. Based on two surveys we conducted at German schools, the paper analyzes the relationship between parents’ educational background and the probability that their child will learn Latin. Results indicate that historically academic families have the strongest tendency towards learning Latin, followed by new academic families, and leaving behind the non-academic families. We distinguish between four causal mechanisms that might help to explain these associations: cultural distinction, selecting a socially exclusive learning environment, beliefs in a secondary instrumental function of learning Latin, and spatial proximity between the location of humanist Gymnasiums and the residential areas of privileged families. The hypotheses are formalized by means of Directed Acyclic Graphs (DAG). Findings show that the decision to learn Latin is predominately an unintended consequence of the selection of a socially exclusive learning environment. In addition, there is evidence that especially children from historically academic families learn Latin as a strategy of cultural distinction.
Since COVID-19 became a pandemic, many studies are being conducted to get a better understanding of the disease itself and its spread. One crucial indicator is the prevalence of SARS-CoV-2 infections. Since this measure is an important foundation for political decisions, its estimate must be reliable and unbiased. This paper presents reasons for biases in prevalence estimates due to unit nonresponse in typical studies. Since it is difficult to avoid bias in situations with mostly unknown nonresponse mechanisms, we propose the maximum amount of bias as one measure to assess the uncertainty due to nonresponse. An interactive web application is presented that calculates the limits of such a conservative unit nonresponse confidence interval (CUNCI).
Is There a Rural Penalty in Language Acquisition? Evidence From Germany's Refugee Allocation Policy
(2022)
Emerging evidence has highlighted the important role of local contexts for integration trajectories of asylum seekers and refugees. Germany's policy of randomly allocating asylum seekers across Germany may advantage some and disadvantage others in terms of opportunities for equal participation in society. This study explores the question whether asylum seekers that have been allocated to rural areas experience disadvantages in terms of language acquisition compared to those allocated to urban areas. We derive testable assumptions using a Directed Acyclic Graph (DAG) which are then tested using large-N survey data (IAB-BAMF-SOEP refugee survey). We find that living in a rural area has no negative total effect on language skills. Further the findings suggest that the “null effect” is the result of two processes which offset each other: while asylum seekers in rural areas have slightly lower access for formal, federally organized language courses, they have more regular exposure to German speakers.
Is There a Rural Penalty in Language Acquisition? Evidence From Germany's Refugee Allocation Policy
(2022)
Emerging evidence has highlighted the important role of local contexts for integration trajectories of asylum seekers and refugees. Germany's policy of randomly allocating asylum seekers across Germany may advantage some and disadvantage others in terms of opportunities for equal participation in society. This study explores the question whether asylum seekers that have been allocated to rural areas experience disadvantages in terms of language acquisition compared to those allocated to urban areas. We derive testable assumptions using a Directed Acyclic Graph (DAG) which are then tested using large-N survey data (IAB-BAMF-SOEP refugee survey). We find that living in a rural area has no negative total effect on language skills. Further the findings suggest that the “null effect” is the result of two processes which offset each other: while asylum seekers in rural areas have slightly lower access for formal, federally organized language courses, they have more regular exposure to German speakers.
Obwohl Latein eine nicht mehr gesprochene Sprache ist und ihr deswegen kein kommunikativer Nutzen zukommt, ist die Anzahl der Latein als Schulfach wählenden Schüler im Zeitverlauf angestiegen. Mehrere Studien haben zudem gezeigt, dass Lateinkenntnisse weder das logische Denken, noch den Erwerb anderer Sprachen, noch das Gespür für die grammatikalische Struktur der Muttersprache verbessern. Auch wenn sich empirisch keine Vorteile des Erwerbs alter Sprachen nachweisen lassen, können Menschen subjektiv an solche Vorteile glauben und ihr Verhalten an ihrer Konstruktion von Wirklichkeit ausrichten. Auf der Basis einer unter Eltern von Gymnasialschülern durchgeführten Befragung zeigen wir, dass Latein umfassende Transfereffekte zugeschrieben und Personen mit Lateinkenntnissen positiver bewertet werden als Personen mit Kenntnissen moderner Sprachen. Weiterhin zeigt sich, dass die „Illusio“ der Vorteile von Latein zwar in allen Bildungsgruppen wirksam ist, doch besonders von den Hochgebildeten vertreten wird. Sie arbeiten damit an der Konstruktion einer Realität, von der sie selbst die größten Nutznießer sind, indem sie Latein als symbolisches Kapital verwenden.