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Warum Lehrkräfte sozial ungleich bewerten: Ein Plädoyer für die Etablierung tertiärer Herkunftseffekte im werterwartungstheoretischen Standardmodell der Bildungsforschung

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  • Helbig, Marcel
  • Morar, Tatiana

Abstract

Im werterwartungstheoretischen Standardmodell wird angenommen, dass Bildungswege das Resultat von kognitiven Kompetenzen (primäre Effekte) und Bildungsentscheidungen (sekundäre Effekte) sind. Wir argumentieren im vorliegenden Beitrag, dass die Notengebung in diesem Modell bisher zu wenig Beachtung erfuhr. Wir plädieren zum einem für eine Erweiterung des Modells um den Bereich der sozial ungleichen psychosozialen Kompetenzen, als eine Ergänzung der primären Effekte und eine Ergänzung um die sozial ungleiche Bewertung der Lehrkräfte als tertiäre Effekte. Empirisch können wir zeigen, dass die psychosozialen Kompetenzen von Schülern zwar wichtig für die Notenvergabe sind, soziale Ungleichheiten jedoch nicht erklären können. Auf der anderen Seite zeigt sich, dass soziale Unterschiede der Benotung fast vollständig über kognitive, psychosoziale und ressourcenbezogene tertiäre Effekte erklärt werden können. Des Weiteren finden wir empirische Hinweise darauf, dass das Ausmaß tertiärer Effekte im Zusammenhang mit der Ausgestaltung von Bildungsinstitutionen steht. Ferner bleibt festzuhalten, dass Lehrer anscheinend nicht bewusst sozial ungleich bewerten, sondern weil sie denken, dass Schüler aus höheren Schichten begabter sind, sich mehr anstrengen und mehr Unterstützung von zu Hause erfahren. Wie es genau zu dieser verzerrten Wahrnehmung kommt, ist eine wichtige Frage für zukünftige Forschung.

Suggested Citation

  • Helbig, Marcel & Morar, Tatiana, 2017. "Warum Lehrkräfte sozial ungleich bewerten: Ein Plädoyer für die Etablierung tertiärer Herkunftseffekte im werterwartungstheoretischen Standardmodell der Bildungsforschung," Discussion Papers, Presidential Department P 2017-005, WZB Berlin Social Science Center.
    • Handle: RePEc:zbw:wzbpre:p2017005
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    References listed on IDEAS

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    1. Helbig, Marcel & Jähnen, Stefanie & Marczuk, Anna, 2015. "Bundesländerunterschiede bei der Studienaufnahme," Discussion Papers, Presidential Department P 2015-001, WZB Berlin Social Science Center.
    2. Patrick Royston, 2004. "Multiple imputation of missing values," Stata Journal, StataCorp LP, vol. 4(3), pages 227-241, September.
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    Keywords

    Noten; Werterwartungstheorie; Bildungsinstitutionen; soziale Ungleichheit; Lehrkräfte;
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