Participation in shadow education and academic performance: A comparison of upper secondary school students in Ireland and Germany

Benz, Robin; Darmody, Merike; Smyth, Emer (2024). Participation in shadow education and academic performance: A comparison of upper secondary school students in Ireland and Germany. International journal of comparative sociology Sage Publications 10.1177/00207152241266791

Text benz-et-al-2024-participation-in-shadow-education-and-academic-performance-a-comparison-of-upper-secondary-school.pdf - Published Version Restricted to registered users only Available under License Publisher holds Copyright. Download (370kB) | Request a copy

This article uses two longitudinal cohort studies (Growing Up in Ireland and the National Educational Panel Study) to examine how shadow education relates to academic performance in Ireland and Germany. Patterns of take-up of, and outcomes from, shadow education are found to reflect the particular country context—aimed at maintaining performance to avoid grade retention in Germany and preparing for a high-stakes upper secondary exam in Ireland. Participation enhances academic performance but only for students with lower levels of prior achievement. However, the relationship is not much stronger than with engagement in structured out-of-school activities. Thus, shadow education appears to be one of a number of strategies used by more privileged families to secure educational advantage.

Interest & Impact

Downloads

0 since deposited on 05 Aug 2024
0 in the past 12 months

Citations

5 Citations in Web of Science ®
6 Citations in Scopus

Search

in Google Scholar™

Services

Actions (login required)

Edit item

Actions (login required)

Edit item