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<p>Social inequalities in the transition to upper secondary education have existed for decades. Inequality research has already developed various approaches to explain this phenomenon of inequality. Nevertheless, there is still no systematic overview of the role of the various actors in this status reproduction process and the exact processes through which social inequalities arise. This article addresses these ambiguities in the findings and, by integrating the considerations of cultural reproduction theory (Bourdieu <CitationRef CitationID="CR12">1982</CitationRef>), rational choice theory (Boudon <CitationRef CitationID="CR11">1974</CitationRef>) and theory of institutional discrimination (Gomolla and Radtke <CitationRef CitationID="CR28">2009</CitationRef>), enables a&#xa0;more comprehensive understanding of the emergence of social inequality at the transition to upper secondary education.</p><p>The analysis is based on the BERLIN-study on conditions, educational decisions and educational pathways of students in Berlin. Using this panel data, it is possible to look at the transition to upper secondary education over the period of the transition process, taking into account the perspectives of students, parents and teachers. In the analysis, a&#xa0;distinction is made between grade acquisition, recommendation status and actual transfer to upper secondary education. Based on path analyses and KHB-decomposition analyses, it can be shown that students, parents and teachers are involved in the emergence of social inequalities, but the mechanisms of inequality differ in their direct and indirect effects during the various phases of transition.</p>

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Mechanismen sozialer Ungleichheit beim Übergang ins Gymnasium: Welche Rolle spielen Schüler*innen, Eltern und Lehrer*innen?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月2日

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  • Markus Lörz,
  • Anna Bachsleitner,
  • Marko Neumann,
  • Michael Becker

摘要

Social inequalities in the transition to upper secondary education have existed for decades. Inequality research has already developed various approaches to explain this phenomenon of inequality. Nevertheless, there is still no systematic overview of the role of the various actors in this status reproduction process and the exact processes through which social inequalities arise. This article addresses these ambiguities in the findings and, by integrating the considerations of cultural reproduction theory (Bourdieu 1982), rational choice theory (Boudon 1974) and theory of institutional discrimination (Gomolla and Radtke 2009), enables a more comprehensive understanding of the emergence of social inequality at the transition to upper secondary education.

The analysis is based on the BERLIN-study on conditions, educational decisions and educational pathways of students in Berlin. Using this panel data, it is possible to look at the transition to upper secondary education over the period of the transition process, taking into account the perspectives of students, parents and teachers. In the analysis, a distinction is made between grade acquisition, recommendation status and actual transfer to upper secondary education. Based on path analyses and KHB-decomposition analyses, it can be shown that students, parents and teachers are involved in the emergence of social inequalities, but the mechanisms of inequality differ in their direct and indirect effects during the various phases of transition.