PISA und die soziologische Bildungsforschung

Abstract

"The sociology of education in the tradition of the status attainment model, functionalism and conflict theory asks for the relation between social background, educational attainment of the offspring, the school to work transition, and mobility processes in the labour market. The PISA- study informs the first link and shows the extent to which the occupational status of the parents is associated with the competence level of 15 years old children. It further shows that schooling matters since schools work as sorting machines, matching parental status and educational outcomes. Due to the age of children studied and the cross sectional design of the study, PISA does not inform us about the impact of measured competences for the transition between school and work and mobility processes in the work force. Future work should attend to this gap and thus enhance sociological theory and inform policy interventions in education and labour force participation." (Author's abstract, IAB-Doku) ((en))

Cite article

Allmendinger, J. & Dietrich, H. (2004): PISA und die soziologische Bildungsforschung. In: D. Lenzen, J. Baumert, R. Watermann & U. Trautwein (Hrsg.) (2004): PISA und die Konsequenzen für die erziehungswissenschaftliche Forschung (Zeitschrift für Erziehungswissenschaft. Beiheft, 03/2004), p. 201-210.