BIE_F_09 Development of and Learning about Social Cohesion at School

Objectives / Research Questions

An important basis for constructive social cohesion in adulthood is already being built at school. As a subsystem of society, school has a central socialization and integration function. Within this structurally prescribed framework, all children and adolescents have more or less involuntary contact with other peers and (unrelated) adult caregivers. The social participation of each individual is shaped by diverse social interactions and relationships as well as normative influences. At the end of lower secondary school, the integration function of school becomes particularly relevant because the transition to vocational training or professional life starts at this level. Thus, this phase represents the entry into the role of a socially responsible member of a society.

In the project, dimensions of social cohesion in lower secondary school is first examined. Subsequently, the development of social cohesion among adolescents in lower secondary school and the extent of influence certain factors (on individual, contextual, and structural level) have on the development of constructive or destructive cohesion will then be investigated. Social acceptance, subjectively experienced participation, diversity among the students, the social class climate or normative peer culture, the school type, and the identification with the school as an institution are primarily considered as influencing factors. Regarding student diversity, the heterogeneous dimensions – disability, migrant background, and German as a second language – are considered because these dimensions are often associated with lower social acceptance. In addition, the change in perception and significance of social cohesion in adolescence after the transition to further (professional) training will be examined.

Thematic reference to social cohesion

School is a central socialization institution. Children and adolescents spend their time at school mainly within their classes where facets of social cohesion such as cooperation, helpfulness, tolerance, and recognition of social rules are learnt. The social experiences and relationships that children and adolescents experience at school influence their current and future social participation and their role in society. Positively and constructively experienced social participation and cohesion within a school class are of great importance for social cohesion in adulthood.

The project is of an increasing social relevance due to the current (educational) political discussions and initiatives on inclusion at school. The overarching, long-term goal that underlies the principle of inclusion at school is an inclusive society that is characterized by reciprocal acceptance, social support, and equal opportunities with regard to various dimensions of heterogeneity. The issue of inclusion has received additional attention through the enactment of the United Nations Convention on the Rights of Persons with Disabilities in 2009. Germany is obligated to provide access to general education without discrimination for all children and adolescents and, at the same time, to support academic and social development (UN 2007: Art. 24). An inclusive educational system reinforces and emphasizes the heterogeneity of students, which can be associated with increasing risks of exclusion of certain student groups, on the one hand, and with chances to learn acceptance and social cohesion, on the other hand.Thus, the project refers to the working definition of social cohesion of RISC and examines the extent to which social cohesion is reflected at school. In addition, individual and contextual factors that potentially influence social cohesion at lower secondary school are investigated. The findings are intended to provide indications for further studies that investigate whether social cohesion can be consciously created and controlled at school or whether it rather arises as an unintended side effect of everyday social practices. In this respect, both a conceptual-theoretical and an empirical-analytical contribution will be made.