---
_id: '46765'
abstract:
- lang: ger
  text: Über zwei Drittel der Anfänger*innen im Übergangssystem verfügen maximal über
    einen Hauptschul-/Mittelschulabschluss. Sie sind damit überrepräsentiert, was
    sich weniger durch ihre Kompetenzen als mit ihrem sozioökonomischen Status und
    klassenspezifischen Nachqualifizierungsverhalten erklären lässt.
article_type: original
author:
- first_name: Christian
  full_name: Sommer, Christian
  id: '33108'
  last_name: Sommer
citation:
  ama: Sommer C. Der Hauptschulabschluss als sozial selektiver Hauptzulieferer des
    Übergangssystems. <i>Berufsbildung Zeitschrift für Theorie-Praxis-Dialog</i>.
    2023;199:9-13. doi:<a href="https://doi.org/10.3278/BB2303W">10.3278/BB2303W</a>
  apa: Sommer, C. (2023). Der Hauptschulabschluss als sozial selektiver Hauptzulieferer
    des Übergangssystems. <i>Berufsbildung. Zeitschrift Für Theorie-Praxis-Dialog</i>,
    <i>199</i>, 9–13. <a href="https://doi.org/10.3278/BB2303W">https://doi.org/10.3278/BB2303W</a>
  bibtex: '@article{Sommer_2023, title={Der Hauptschulabschluss als sozial selektiver
    Hauptzulieferer des Übergangssystems}, volume={199}, DOI={<a href="https://doi.org/10.3278/BB2303W">10.3278/BB2303W</a>},
    journal={Berufsbildung. Zeitschrift für Theorie-Praxis-Dialog}, publisher={wbv},
    author={Sommer, Christian}, year={2023}, pages={9–13} }'
  chicago: 'Sommer, Christian. “Der Hauptschulabschluss Als Sozial Selektiver Hauptzulieferer
    Des Übergangssystems.” <i>Berufsbildung. Zeitschrift Für Theorie-Praxis-Dialog</i>
    199 (2023): 9–13. <a href="https://doi.org/10.3278/BB2303W">https://doi.org/10.3278/BB2303W</a>.'
  ieee: 'C. Sommer, “Der Hauptschulabschluss als sozial selektiver Hauptzulieferer
    des Übergangssystems,” <i>Berufsbildung. Zeitschrift für Theorie-Praxis-Dialog</i>,
    vol. 199, pp. 9–13, 2023, doi: <a href="https://doi.org/10.3278/BB2303W">10.3278/BB2303W</a>.'
  mla: Sommer, Christian. “Der Hauptschulabschluss Als Sozial Selektiver Hauptzulieferer
    Des Übergangssystems.” <i>Berufsbildung. Zeitschrift Für Theorie-Praxis-Dialog</i>,
    vol. 199, wbv, 2023, pp. 9–13, doi:<a href="https://doi.org/10.3278/BB2303W">10.3278/BB2303W</a>.
  short: C. Sommer, Berufsbildung. Zeitschrift Für Theorie-Praxis-Dialog 199 (2023)
    9–13.
date_created: 2023-09-02T18:39:47Z
date_updated: 2025-05-16T10:32:21Z
department:
- _id: '397'
doi: 10.3278/BB2303W
intvolume: '       199'
keyword:
- Social inequality
- Transition system
language:
- iso: eng
page: 9-13
publication: Berufsbildung. Zeitschrift für Theorie-Praxis-Dialog
publication_identifier:
  issn:
  - '00059536'
publisher: wbv
quality_controlled: '1'
status: public
title: Der Hauptschulabschluss als sozial selektiver Hauptzulieferer des Übergangssystems
type: journal_article
user_id: '33108'
volume: 199
year: '2023'
...
---
_id: '36545'
abstract:
- lang: eng
  text: 'Due to the Corona crisis, German Higher Education Institutions had to close
    their campuses in March and lecturers had to teach online. To understand how the
    Corona crisis affected students, first this article explains the structural and
    social inequalities in the German higher education system, using Tinto''s (1975;
    1997) student engagement theory. Second, the concept of Bergman-Rosamond et al.
    (2020) is used to analyze the challenges that Corona has raised for students,
    including current surveys. We found that the closure of the social space campus
    (and the Corona crisis as a whole) particularly hit hard those students who had
    previously been affected by (intersectional) inequality. Therefore, to lessen
    the specific challenges associated with the ad hoc transition to digital studying,
    the creation of a digital community of learning can help. We demonstrate how such
    a community can be created by the example seminar, "Digital practices: an autoethnographic
    observation". During the seminar, students recorded their digital technology use
    in a journal, and we analyzed the diary entries using the collaborate autoethnography
    method. The seminar example shows that this method is well suited for the development
    of a community of learning as it not only places students in the spotlight but
    as students work together on a topic they get to know each other, and a basis
    of trust is created through peer-feedback. Therefore, it was important to have
    a digital space (in this case Mahara) where the exchange could take place. The
    continuous insight into the students’ "learning status" enabled the lecturer to
    promote the learning and provide individual assistance for the students.'
article_type: original
author:
- first_name: Isabel
  full_name: Steinhardt, Isabel
  id: '90339'
  last_name: Steinhardt
  orcid: https://orcid.org/0000-0002-2590-6189
citation:
  ama: 'Steinhardt I. Students in the spotlight: Using collaborative autoethnography
    to build a community of learning in the Corona crisis. <i>ISA Pedagogy Series</i>.
    2021;1(1):42-59.'
  apa: 'Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography
    to build a community of learning in the Corona crisis. <i>ISA Pedagogy Series</i>,
    <i>1</i>(1), 42–59.'
  bibtex: '@article{Steinhardt_2021, title={Students in the spotlight: Using collaborative
    autoethnography to build a community of learning in the Corona crisis}, volume={1},
    number={1}, journal={ISA Pedagogy Series}, publisher={International Sociology
    Association}, author={Steinhardt, Isabel}, year={2021}, pages={42–59} }'
  chicago: 'Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography
    to Build a Community of Learning in the Corona Crisis.” <i>ISA Pedagogy Series</i>
    1, no. 1 (2021): 42–59.'
  ieee: 'I. Steinhardt, “Students in the spotlight: Using collaborative autoethnography
    to build a community of learning in the Corona crisis,” <i>ISA Pedagogy Series</i>,
    vol. 1, no. 1, pp. 42–59, 2021.'
  mla: 'Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography
    to Build a Community of Learning in the Corona Crisis.” <i>ISA Pedagogy Series</i>,
    vol. 1, no. 1, International Sociology Association, 2021, pp. 42–59.'
  short: I. Steinhardt, ISA Pedagogy Series 1 (2021) 42–59.
date_created: 2023-01-13T09:21:52Z
date_updated: 2023-01-13T09:21:57Z
ddc:
- '300'
department:
- _id: '121'
extern: '1'
file:
- access_level: closed
  content_type: application/pdf
  creator: isste
  date_created: 2023-01-13T09:19:55Z
  date_updated: 2023-01-13T09:19:55Z
  file_id: '36547'
  file_name: 2021 Steinhardt Students in the spotlight.pdf
  file_size: 391202
  relation: main_file
  success: 1
file_date_updated: 2023-01-13T09:19:55Z
has_accepted_license: '1'
intvolume: '         1'
issue: '1'
keyword:
- Intersectionality
- inequality
- gender
- diversity
- higher-education
- crisis
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.isaportal.org/resources/resource/students-in-the-spotlight-using-collaborative-autoethnography-to-build-a-community-of-learning-in-the-corona-crisis/
oa: '1'
page: 42-59
publication: ISA Pedagogy Series
publication_status: published
publisher: International Sociology Association
quality_controlled: '1'
status: public
title: 'Students in the spotlight: Using collaborative autoethnography to build a
  community of learning in the Corona crisis'
type: journal_article
user_id: '90339'
volume: 1
year: '2021'
...