Determinants of the emergence of gender-specific patterns of competencies and decision making over the educational career in Germany

在教育生涯中，男孩和女孩以及年轻男性和女性的能力和教育决策模式似乎变得越来越多样化。该项目利用明确的人生历程观点和国家教育政策和BiKS的纵向数据，旨在描述和分析在教育生涯的关键阶段，按性别划分的兴趣、能力和决策的逐步形成和差异。特别是，我们将研究特定性别的认知和社会能力，自我概念，学习努力，动机和家庭的女孩和男孩的教育决策的发展和动态相互作用，教师为学生，以及由青年男子和妇女自己。我们将集中讨论德国教育生涯中最重要的几个阶段：（a）幼儿园的学前经历和进入学校系统的过程;（B）向中学的过渡;（c）从中学向职业培训过渡的时间越来越长;（d）进入高等教育机构的过程。该项目是一个更大的项目的第二阶段，该项目研究在生命过程中有性别区分的教育和职业生涯的长期发展，计划为期三年。

The patterns of competencies and educational decision making of boys and girls, as well as young men and women, seem to become increasingly heterogeneous over the educational career. Using an explicit life course perspective and longitudinal data from the NEPS and BiKS, this project aims to describe and analyze the stepwise formation and differentiation of gender-specific interests, competencies and decision making at crucial phases of educational careers. In particular, we will study the development and dynamic interaction of gender-specific cognitive and social competencies, self-concepts, learning efforts, motivations and the educational decision making of families for their girls and boys, teachers for their students, as well as by young men and women themselves. We will concentrate on the most important phases in German educational careers: (a) The preschool experiences in the kindergarten and the entry process into the school system; (b) the transition to secondary school; (c) the increasingly longer period of transition from secondary school to vocational training, and (d) the entry process into the institutions of higher education. This project is the second phase of a larger project studying the long-term development of gender-specific educational and job careers over the life course, and has an intended duration of three years.