Honors Germany Spain 2013: June 2013

Abstract

What are the origins of disparities among students enrolled in education systems and how do those affect their future? How are the underlying causes of inequality different or similar across countries?

Our group’s interest lies in uncovering the reasons why certain groups of students are treated differently both within and across school systems. We are also interested in finding out how discrimination across different modes of education affect pupils’ development and progression into later stages of life. In an increasingly globalized and diverse world, countries are having to deal with a wider variety of students. DIfferent schools, teachers, and societies have reacted in different ways, which have differential effects on each type of student. Each one of us will investigate four different areas of interest relating to education: different teaching styles, differential treatment in special education programs, the effectiveness of immigration support programs, and the impact of discrimination based on gender and sexuality. Then, we will all come together and compare and contrast varying degrees of disparities in education among Germany, Spain, and the United States.

Background

In the United States, the education system varies by state. The path of education advances from primary to secondary school and then to college or vocational school. Curriculum is organized by the state and the federal government as well as the state governments’ organized standardized tests.

Spain has a similar system where students advance through the same stages (primary, secondary, etc.). However, after the age of 16, only successful students are awarded a Secondary Education Certificate, which is necessary for them to continue on to university. This has resulted in Spain having double the mean of the EU’s dropout rate (Simon). Furthermore, students are not assessed through standardized tests (Simon).

The education system varies throughout Germany because each state implements its own educational policies; federal government plays only a minor role. Optional Kindergarten education is provided for all children between two and six years of age, after which school attendance is compulsory. The German school system is free and compulsory until 9th grade. After the Grundschule (primary school from the ages 6- 10), teachers recommend each student for one of three different types of secondary education. Parents have the final decision about which school their child will attend.

Hauptschule is designed for students going into trades such as construction. This is completed after 9th or 10th grade (ages 14 to 16). During apprenticeships, students then attend Berufsschule, a dual-education vocational high school. The Hauptschule has been subject to significant criticism, as it tends to segregate the children of immigrants with schoolmates whose German is also poor, leading to a cycle of poverty.

Realschule is designed for students who want to apprentice for white-collar jobs not requiring university studies, such as banking; complete after 10th grade (age 15 to 16). Those who change their minds and decide to attend university can proceed after testing to:

Gymnasium is an academic preparatory school for pupils planning to attend universities or polytechnics. Some offer a classical education (Latin, Greek), while others concentrate on economics. The curriculum leading to the Abitur degree were recently reduced from 13th grade to 12th grade (ages 17 to 18 - "G8," eight years of Gymnasium).

The Gesamtschule, a mixed ability school, puts all pupils in a single building, combining the three main types; these are still quite rare.

Students with special needs are assigned to Förderschule.

Background: Roxana Rautu

From personal experience, I can vouch that coming into a country where the native language is not your first makes navigating the educational system difficult. Yet language is only one of the barriers that immigrant students face. There are also differences in culture, beliefs and ways of thinking (Ogbu 1990). This topic is extremely relevant and important for the world today. As we have seen, the economy is sensitive and it needs more skilled and diverse workers. Education should not be a privilege, but a right for all, no matter which country they are originally from; therefore, it is important to identify the flaws in the current educational structures and work towards a solution.

Question: Roxana Rautu

How are immigrant students supported throughout their education? What organizations and establishments are in place to aid them through the educational system?

Cultural Sensitivity: Roxana Rautu

Though I try to keep an open mind as much as possible, I know that I am still fallible to biased thoughts. My experience has been mixed because I have been the immigrant and the native, in some ways. When we first moved to the United States, we did not have much money but I would say that the majority of my life has been privileged. I was also very young when we first moved here, so I have forgotten some of the hardships we faced. Over time, I have developed a different kind of lifestyle where I do not value material things and money as much as the American Dream teaches you to. However, I imagine it would be difficult for someone who has been oppressed and has never had enough money to agree with me. My biggest challenge will be to switch perspectives and truly understand theirs.

Daily Schedule: Roxana Rautu

I am unsure of what resources will be available to me while we are abroad. Ideally, I would like to go to a high school and meet/talk with counselors, social workers, teachers and students. I would prepare questions and take notes during our conversations. In addition, I would learn more about the educational system in general from online resources.

References

Simon, Maria L.S. "The Story on Current Education Reforms in Spain: The past Will Come Back." Web log post. Education in Crisis. N.p., 21 Feb. 2013. Web.

Ogbu, John U. "Minority Education in Comparative Perspective." The Journal of Negro Education 59.1 (1990): 45-57. Web.

Background: Octavio de la Cruz

What personally drove me to want to investigate the educational system is because the career I am aspiring to become a teacher. My selfish reasons for venturing on this study abroad are to examine the teaching techniques/styles of the teachers in Germany and Spain; then I would incorporate the methods that are effective into my own teaching curriculum. It will further others and my own understanding of how the education system works in front of the curtains and will allow me to develop a deeper comprehension of how teachers prep and what positively effects students to succeed in school and in life following their completion with their schooling. What I have already done to gain a deeper understanding for how the United States education system works is I have gone to two different schools and have observed their classroom settings, and interviewed a handful of students and the two teachers of the classrooms I observed.

Question: Octavio de la Cruz

What different/similar teaching techniques/styles are being utilized in each of the corresponding countries? Do the students feel properly prepared to pursue a higher level of education and the “real world?”

Cultural Sensitivity: Octavio de la Cruz

My biases come from my family and the other classes I have taken. My family is filled with teachers and they have already told me their two cents on the subject on hand of what is effective in the classroom and how the educational system in the United States is corrupt. My other classes have influenced me into believing how the United States education system is corrupt because of the way that different races are treated and how teachers treat kids of different ethnicities unorthodoxly than white kids. That when it comes to teachers in the United States the best teachers are taken away from low income areas and kids are prejudged and are ultimately left behind because of a predisposition of the student’s characteristics. The other question that still needs to be raised as well is how much the people of these countries value their education. I will need to forget what I have learned from previous classes and I will need to keep my own personal views away from the topic at hand.

Daily Schedule: Octavio de la Cruz

People I would like to meet while over in Berlin are a couple of the teachers and variety of different students (honor students, special need students, students with a language barrier with the nations primary language, and “regular” students. In addition to these people I think it would be interesting to speak with the principles to hear their point of view of the subject on hand. As far as equipment goes the only thing I’m going to need is my laptop to take notes down and to record any interviews that I have. Then in addition with the information I gather from my personal conversations I would look to find the Linda Darling Hammond of Spain and Germany.

References: Octavio de la Cruz

Snelling, Nick. “Education system in Spain.” Expatica, News and Information for the International Community., March, 5th, 2011. Web.

Hammond, Linda Darling.”What Happens to a Dream Deferred, The Continuing Quest for Equal Educational Opportunity.” Stanford University. article.

Background: Ileanna Zaballa

In the United States, IDEA, Individuals with Disabilities Education Act, establishes the minimum supports and services schools must provide to meet minimum requirements. The federal law governs how states provide early intervention, special education, and related services. It also ensures free appropriate public education in their local school district from age 3 to age 18 or 21. In order for states to receive federal funds, their schools must meet the eligibility funding criteria of IDEA. States may exceed the requirements and provide more services. They cannot, however, provide fewer services or promulgate state regulations or practices that contradict the guidelines of IDEA.. Students with ASD have a right to related supports and services to help them learn and receive the maximum benefit from their educational programs. If a student needs any of these "related services" to benefit from his/her education, they must be written into the IEP, Individualized Education Program. Frequency and duration of services, as well as relevant measurable objectives, should be included.

In Spain, the public administrations give students the necessary support from the beginning of their education or as soon as they are diagnosed as having special needs. The schools develop the curriculum for the student based on their needs and characteristics. They also develop an educational project, where the objectives and educational priorities are established along with the implementation procedures. The student’s education support should be in congruity with non discrimination, educational normalization, with the purpose of achieving their inclusion. Professional teams take into account parents’ and teachers’ opinions to integrate students in mainstream groups, in specialised classrooms within mainstream schools, or in special education schools.

In Germany, they are making strides towards inclusive teaching. The education system is setup so as students must earn their right to return to mainstream schools. The education authority makes the decision on whether to transfer a student following a request from Sonderschulen or from the parents. Students at special can be admitted to a Grunschule or Hauptschule if there is a chance that they will be able to “cope with lessons and achieve success”. Special education is classified with concern for the students special educational requirements into the following categories: blind, visually impaired, deaf, hearing impaired, mentally disabled, physically disabled, students with learning difficulties, students with behavioral problems, students with impaired speech, students with a disease. Preventative measures and co-operation in early intervention are becoming more and more important. “Students facing the threat of disability receive preventive assistance to help counteract the emergence of disability.”

The topic is relevant because Autism is becoming increasingly prevalent. In the United States 1 in 88 children are diagnosed with Autism. An evaluation of how effective the education system is in providing relevant services for children with ASD is important.

Question: Ileanna Zaballa

In relation to Autism, what is the diagnostic process and interventions and services offered in the different countries? What is the difference between the services the state says they should provide and what is actually implemented? How often and how hard do school strive for inclusion?

Cultural Sensitivity: Ileanna Zaballa

My biases derive from my experiences with children who have autism, in school, camp, research, and personal settings. In my career I want to work with children that have autism and I want to be an advocate for children who are often overlooked and just excluded because the don’t develop typically. My position is that professionals should be trained in ways to ensure a free appropriate education in the least restrictive environment for all students. I believe in a classroom if I were a teacher it would not be my job to figure out if a student should be participating, but it would be my responsibility to figure out how they can participate. I believe teachers should appreciate and honor individuality and provide an appropriate and challenging education to all students.

Daily Schedule: Ileanna Zaballa

In Berlin, Madrid, and Leon I would like to interview members of the department of education, special education teachers, teachers who teach inclusive classrooms, parents, and activists. I'm hoping that interviews with individuals will lead me to more contacts that they see relevant. I want to start off interviews at schools then conduct more interviews at churches and community resources, in order to get a well rounded view of the social constructs of Autism. I plan to use cameras and video recorders to capture the environment and certain interviews. I want to gather information through photos, notes from interviews, and observations I note.

Resources: Ileanna Zaballa

"Spain — European Agency for Development in Special Needs Education." European Agency for Development in Special Needs Education. N.p., n.d. Web. 1 June 2013. <http://www.european-agency.org/country-information/spain>.

"Special needs education within the education system - Germany — European Agency for Development in Special Needs Education." European Agency for Development in Special Needs Education. N.p., n.d. Web. 3 June 2013. <http://www.european-agency.org/country-information/germany/national-overview/special-needs-education-within-the-education-system>.

Abstract

Our group’s interest lies in uncovering the reasons why certain groups of students are treated differently both within and across school systems. We are also interested in finding out how discrimination across different modes of education affects pupils’ development and progression into later stages of life. In an increasingly globalized and diverse world, countries have to deal with a wider variety of students. Different schools, teachers, and societies have reacted in different ways, which have differential effects on each type of student. Each one of us will investigate four different areas of interest relating to education:
different teaching styles, differential treatment in special education programs, the effectiveness of immigration support programs, and the impact of discrimination based on gender and sexuality. Then, we will all come together and compare and contrast varying degrees of disparities in education among
Germany, Spain, and the United States.

Background: Group and Individual

In the United States, the education system varies by state. The path of education advances from pre-school to primary to secondary school and then to university, community college, or vocational school.
Specialization often occurs at the university level, although students are given the option to concentrate earlier. Curriculum is organized by the state and the federal government as well as the state governments’ organized standardized tests.

Spain has a similar system where students advance through the same stages (primary, secondary, etc.). There are two cycles for pre-school (ages 0-3 and ages 3-6). The first cycle is not free, but the second cycle (considered an integral part of the education system) is offered to all students [3]. Afterwards, students attend Primary Education and Compulsory Secondary Education [3]. However, after the age of 16, only successful students are awarded a Secondary Education Certificate, which is necessary for them to continue on to non-compulsory education, the Spanish Baccalaureate [1]. The others attend vocational schools or join the workforce [3]. Once in Spanish Baccalaureate, students are required to concentrate their studies in one area (typically Arts, Science and Technology, or Humanities and Social Sciences) [3]. Once Spanish students complete Spanish high school, they either take a college entrance exam to enter university or opt for vocational training [3]. This rigorous process has resulted in Spain having double the mean of the EU’s dropout rate [1]. Furthermore, students are not assessed through standardized tests [1].

The education system varies throughout Germany because each state implements its own educational policies; federal government plays only a minor role [2]. Optional Kindergarten education is provided for all children between two and six years of age, after which school attendance is compulsory [2]. The German school system is free and compulsory until 9th grade [2]. After the Grundschule (primary school
from the ages 6- 10), teachers recommend each student for one of three different types of secondary education [2]. Parents have the final decision about which school their child will attend [2].

Hauptschule is designed for students going into trades such as construction [2]. This is completed after 9th or 10th grade (ages 14 to 16) [2]. During apprenticeships, students then attend Berufsschule, a
dual-education vocational high school [2]. The Hauptschule has been subject to significant criticism, as it tends to segregate the children of immigrants with schoolmates whose German is also poor, leading to a cycle of poverty [2].

Realschule is designed for students who want to apprentice for white-collar jobs not requiring university studies, such as banking; complete after 10th grade (age 15 to 16) [2]. Those who change their minds and decide to attend university can proceed after testing [2].

Gymnasium is an academic preparatory school for pupils planning to attend universities [2]. Some offer a classical education while others provide a more focused study. The curriculum leading to the Abitur degree were recently reduced from 13th grade to 12th grade (ages 17 to 18 - "G8," eight years of Gymnasium) [2].

The Gesamtschule, a mixed ability school, puts all pupils in a single building, combining the three main types; these are still quite rare [2].

The Berufsschule combines academic studies with apprenticeships [2]. The completion of a specified program leads to certification in that particular trade or field [2]. These schools are special because they are not controlled by state or local governments [2]. Instead, they are managed by the federal government, industry, and the trade unions [2].

Students with special needs are assigned to Förderschule [2].

Background: Individual

As with all education systems, Germany’s early and extreme tracking system for students has both merits and deficiencies. A possible justification for school tracking is efficiency [4]. Separating students based on ability gives rise to more homogenous classrooms, allowing for more focused instruction [4]. In theory, school tracking should also reduce the possibility of leaving weaker students behind or failing to challenge brighter students [4]. However, statistics have found that Germany’s tracking system has increased educational inequality and decreased aggregate performance [4]. My proposal will focus specifically on educational inequality based on gender and sexuality. Although I was not surprised to find that there was inherent gender bias in Germany’s school system, I did not expect boys to be the ones hit hardest by the gender bias. Girls, on average, develop reading and verbal abilities much more quickly than boys [4]. Girls are also able to sit still for longer periods of time and better meet the social expectations of teachers [4]. Girls are more mature than boys at the time secondary education decisions are made [4]. As a result, girls tend to be recommended to academic tracks more often than boys [4].

During Franco’s dictatorship and Spain’s tumultuous past, women were denied education and shunted off into domestic roles. However, with a new government and changing mentalities, women have begun to catch up to men both in terms of education and careers. The number of women enrolled in college has now surpassed that of men [6]. In addition, schools are actively attempting to attract female students, oftentimes creating mentorship programs and offering a greater number of scholarships exclusively for women [6]. Although the gender gap in the professional field has certainly decreased, it will be interesting to see if soaring female participation in the education system will be able to close it completely. As it stands now, less than 3 percent of top management in Spain’s public companies is female [6]. Women also only make about 75 percent of what men make in the professional field [6]. It would be interesting to study how changing mentalities in education led to changing mentalities in the workforce.

In general, there are many widely applicable gender biases that affect women around the world:

· Images of scientists are predominantly masculine [5].

· Gender bias, present in the core of scientific notion, strongly affects the evaluation and selection of women for promotion [5].

· Stereotyping (women being inferior in math, science, and technology) negatively affects performance [5].

· Gendered beliefs about competence affects career choice [5].

· Despite high levels of achievement, women can feel out of place and diminish their intellectual accomplishments [5].

Our group came to our overarching question because there were common undertones related to education and discrimination in our individual research proposals. We decided to combine all our topics into a research proposal that addressed disparities in the education system. All of us decided to choose education because it has such a large impact on future success and later stages of life. Decisions made while in the education system can make or break one’s future. Ideally, the education system should be equal for everyone. The idea is that everyone begins on equal footing and races to the top based on merit. However, this is never the case. Based on forces outside of their control, students are often penalized based on gender, mental health problems, immigration status, appearances, socioeconomic status, and more. We wanted to investigate the causes of these inequalities to try and inform their reduction. We also wanted to compare and contrast education systems in Germany, Spain, and the United States to evaluate strengths and weaknesses of each system. Perhaps the strengths could be replicated and the weaknesses removed. As I begin my exploration, I have found it difficult to find a properly focused research question. It has been difficult finding a research question not too broad or narrow. It has also been difficult finding a research question that can be investigated through feasible means.

Question

How do gender biases in the education system affect the eventual career choices of both boys and girls?

The “individual” section of the background covers the information related to my specific question. I chose this question because I believe that education is one of the most important factors in determining an individual’s future. Something that has so much ripple effect from early to late stages of life should be studied extensively. This is especially true if education systems are not doing what they are supposed to, eliminating the poverty cycle and evaluating based purely on merit. I wanted to know what the underlying causes of inequality in education systems were. I also wanted to know how these inequalities affected individuals throughout their lives. My hope is that by understanding the differential effects of varying degrees of opportunity, it will be possible to reduce or eliminate them.

Cultural Sensitivity

I have only known one education system; that of the United States. When I was reading about Spain and Germany’s schooling systems, I could only analyze them in the context of my own education. I could not keep myself from making comparisons. What’s more, it was difficult to avoid the knee-jerk reaction of judging these education systems based on what limited knowledge I had. When I’m in Spain and Germany, I will need to keep in mind that no education system, especially that of the United States, is perfect. There is no right or wrong answer. While it is beneficial to compare and contrast, it is difficult to make new insights if I’m constantly keeping a definition of “right” in my head. I also have little idea of what German and Spanish culture is like. They most likely value different things than Americans do. Although I can’t possibly expect to catch the nuances of an entire culture in two weeks, the least I can do is discard the idea that I’m an American tourist in a European country. I’m there to learn from other people (and possibly for them to learn from me) in a respectful, engaging manner.

As for everyday interactions and cultural sensitivity, I’ll need to tread lightly when I’m having discussions with other people. Ticks and mannerisms are different in every culture. Some topics that are acceptable in the United States are taboo in other countries. Offending someone is all too easy in a new culture.

In regards to investigating my subject, I’ll need to keep my initial reactions to a minimum. I’ll openly admit that I dislike the German and US primary and secondary education systems. However, I’ll need to put my opinions away and keep an open mind while having conversations. People hold certain views for a reason and I’m determined to see them through.

Daily Schedule

In regards to specific places in Berlin and Leon I would like to visit, I’m not entirely sure where would be most effective. I’ll bring a camera and a notepad for keeping notes. I will most likely gather photos, aggregate on-site notes as well as look into statistics about gender bias in already existing publications. I’ll hopefully try and synthesize qualitative and quantitative analysis in my research project.

It would be fantastic if we could interview teachers in primary, secondary, and higher education schools.
It would also be interesting to interview parents, specifically in regards to the tracking system, on whether or not kids are penalized for not demonstrating academic ability early enough.
Social activist groups targeting women’s rights would also be beneficial to contact.
Education reform professors
Sociologists studying social mobility in regards to education
Comparing and contrasting views of teachers in different types of schools in Germany
Talk to students enrolled in a Gymnasium and in Hauptschule

References

[1] Simon, Maria L.S. "The Story on Current Education Reforms in Spain: The past Will Come Back." Web log post. Education in Crisis. N.p., 21 Feb. 2013. Web.

[2] "German School System." How To Germany -. Chuck Emerson Media Services, 2013. Web. 03 June 2013. <http://www.howtogermany.com/pages/germanschools.html>.

[3] "Spanish Education System." DonQuijote. Don Quijote Salamanca S.L., 2013. Web. 03 June 2013. <http://www.donquijote.org/culture/spain/society/customs/education-in-spain.asp>.

[4] Jürges, H. and Schneider, K. (2011), Why Young Boys Stumble: Early Tracking, Age and Gender Bias in the German School System. German Economic Review, 12: 371–394. doi: 10.1111/j.1468-0475.2011.00533.x

[5] "Subtle Gender Bias and Institutional Barriers." Gendered Innovations. European Commission, 2012. Web. 03 June 2013. <http://genderedinnovations.stanford.edu/institutions/bias.html>.

[6] Tarzian, Joan. "Spanish Women: Breaking the Glass Ceiling." Bloomberg BusinessWeek. Bloomberg L.P., 2007. Web. 03 June 2013. <http://www.businessweek.com/stories/2007-01-08/spanish-women-breaking-the-glass-ceilingbusinessweek-business-news-stock-market-and-financial-advice>.

Honors Germany Spain 2013

Friday, June 28, 2013

Sachsenhausen Concentration Camp Reflection

Tuesday, June 25, 2013

Palace of Tears

Monday, June 3, 2013

Proposal