Social Inequality in Religious Education: Examining the Impact of Sex, Socioeconomic Status, and Religious Socialization on Unequal Learning Opportunities
The study of social inequality has so far received little attention in religious education research, although this phenomenon has been studied in educational science and sociology of education research for fifty years. This article therefore aims to clarify the explanatory power of this research app...
| Autor principal: | |
|---|---|
| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado em: |
2022
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| Em: |
Religions
Ano: 2022, Volume: 13, Número: 5 |
| Outras palavras-chave: | B
Social Inequality
B Socioeconomic status B Pierre Bourdieu B Religious Socialization B Religious Education B teaching clarity B Sex B Religiosity B relevance of subject matter |
| Acesso em linha: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a The study of social inequality has so far received little attention in religious education research, although this phenomenon has been studied in educational science and sociology of education research for fifty years. This article therefore aims to clarify the explanatory power of this research approach for research in religious education. Based on Bourdieu’s theory of cultural and social reproduction, a structural equation model is used to examine the extent to which students’ sex, socioeconomic status, and religious socialization determine unequal learning opportunities in religious education. The data basis of the study is a sample of 952 students from Germany who were interviewed by means of questionnaires. The results show that religious socialization and the students’ sex are relevant to unequal learning conditions, whereas the socioeconomic status of the family has a marginal influence. Unequal learning conditions are created in the classroom by differences in the perception of the relevance of the subject matter, and in the understanding of learning processes. Religious students are in both cases at an advantage compared to non-religious students. | ||
| 650 | 4 | |a Pierre Bourdieu | |
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| 650 | 4 | |a Sex | |
| 650 | 4 | |a Social Inequality | |
| 650 | 4 | |a Socioeconomic status | |
| 650 | 4 | |a teaching clarity | |
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