23.09.2024 - 05:00

Steve Entrich gives 2 Talks in Hong Kong

Education University of Hong Kong (EdUHK) and University of Hong Kong (UHK), Sep 23 and 24, 2024

EdUJK, Mon, Sep. 23, 2024, 5.00–6.15 a.m. CEST:
German-Style Shadow Education: Development, Specifics, and Implications
Zoom link:
https://eduhk.au1.qualtrics.com/jfe/form/SV_ctHGPdnXQw42K46?Q_CHL=qr
Abstract:
Shadow education (SE, i.e. private supplementary tutoring) has rapidly expanded since the 1990s and become part of mass schooling in many societies including Germany. As a result, SE is often understood as a cost-intensive status attainment strategy of upper classes that likely exacerbates the strong dependence of educational success on the students’ social origin, reflecting a failing public school system. However, research on SE in Germany does not provide clear evidence to answer the most pressing related questions: (1) What causes the (increased) investment in SE; and (2) what are the effects of SE on academic performance, school allocation and status attainment?
To answer both questions, the author draws on two major German panel studies: (1) the German National Education Panel Study (GNEPS); and (2) the German Life Courses into Middle Adulthood (LifE) study.
Results indicate that German-style SE is largely used by middle and low strata who use SE to achieve their (relatively higher) educational goals, but do not advance to educational tracks with the highest expectable returns. Our findings further indicate that dynamic factors behind the family decision for SE related to intergenerational transmission and individual characteristics should be stronger considered in future research.

UHK, Tue, Sep. 24, 2024, 8.00–9.30 a.m. CEST:
The Role of Shadow Education for Educational Success: Effects on Tracking Allocation in Germany and Japan
Zoom link:
https://hku.zoom.us/meeting/register/tJAtc-uupzIsEtOj-VH1gSnUbFlihdiifqQT#/registration
Abstract:
The talk provides results from a comparative analysis examining the strategies behind family investment in SE and its outcomes for school allocation in two different institutional and cultural settings: Germany and Japan. Using national panel data, results show that in Germany SE is used largely independent of SES and does not improve the chances of admission to more advantageous schools. In contrast, SE provides students in Japan with significant advantages for educational progress at high costs (monetary and non-monetary). The results are discussed regarding the potential contribution of SE to educational success and social inequality within given country-specific constraints.