Study Preparation of Refugees in Germany: How Teachers' Evaluative Practices Shape Educational Trajectories
Abstract: Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees' successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisation
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Notes
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Veröffentlichungsversion
begutachtet (peer reviewed)
In: Social Inclusion ; 9 (2021) 3 ; 383-393
- Event
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Veröffentlichung
- (where)
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Mannheim
- (who)
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SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
- (when)
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2021
- Creator
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Schröder, Stefanie
- DOI
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10.17645/si.v9i3.4308
- URN
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urn:nbn:de:101:1-2023041408044191674470
- Rights
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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25.03.2025, 1:53 PM CET
Data provider
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Schröder, Stefanie
- SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
Time of origin
- 2021
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