This paper applies the concept of worldviews (Wohlrab-Sahr/Benthaus-Apel 2006) to the transmission of religiosity across three generations of a family, in order to understand the dynamics of religious and non-religious connections to social contexts. By comparing two Christian families, the paper empirically demonstrates the social embeddedness of the transmission of religion across generations. Qualitative interviews suggest that basic assumptions rooted in everyday life are being transformed, particularly in highly secularised contexts. A comparison of the two families also shows that passing on a religious worldview requires the faith of the previous generation to be 'translated'. Above all, the concept of worldview is unfolded in its potential to shape normative values. Here, worldviews are distinguished according to the nature and scope of their relationship to the world, how embedded they are in everyday life, and their effects on socialisation. In order to understand the conditions under which religiosity can be transmitted within families, the study demonstrates how similar family relationship issues are addressed through different worldviews.
This study examines the division of paid labor in households with children by comparing female same-sex and different-sex couples in Germany. Although research indicates that same-sex couples tend to distribute labor more equitably, most studies have focused on unpaid work or income distribution, paying less attention to working hours. Furthermore, little is known about how regional gender norms and institutional contexts, such as those in East and West Germany, influence these patterns. Using ten years of data from the German Micro-census (2010-2019), this study analyzes a sample of 461 female same-sex couples and 363,192 different-sex couples to address these gaps. Descriptive statistics and multiple regression models are employed to examine variations in the division of paid work across these couple types and regional contexts. The findings reveal that mothers in female same-sex couples work more hours on average and share paid work more equally than mothers in different-sex couples. Regional analysis shows that in East Germany, both same-sex and different-sex couples exhibit similarly egalitarian work arrangements. In West Germany, however, different-sex couples are more specialized. These results highlight the importance of structural and cultural factors in shaping the division of paid labor in households with children.
This article examines the factors that enable prospective students from non-academic families to overcome social disparities within higher education. Building on the resource substitution hypothesis (Mirowsky & Ross, 2011) and rational choice theory of educational decision-making (Boudon, 1974), particular attention is given to the role of personality traits. The analysis of three critical transitions-entry into higher education, completion of a bachelor's degree, and transition to a master's program-shows that social origin continues to exert a strong influence on educational decisions. At the same time, the findings indicate that the personality traits openness and extraversion can serve compensatory functions for students from non-academic backgrounds. Specifically, high openness increases the likelihood of entering higher education for this group, but has a counterproductive effect on bachelor's degree completion. Extraversion, by contrast, facilitates both bachelor's completion and the transition to a master's program. These findings extend existing research on social disparities in higher education by demonstrating that individual resources such as personality traits can partially offset social disadvantages. The results suggest that, in particular, more open and extraverted individuals from non-academic households are more likely to benefit in the higher education context.
Limited transferability of foreign human capital and limited signaling value of foreign degrees are important explanations for immigrants’ labor market disadvantages. While previous scholarship analysed the role of institutional settings in home countries in shaping this limited transferability and signaling value, scholars did not investigate whether similarities between institutional settings of immigrants’ host and home countries matter. This article investigates the role of occupation-specific degrees acquired in the educational institutions of the home country for labor market success in Germany, the archetype of an occupation-specific labor market. To minimize unobserved heterogeneity, we employ a rather homogenous sample of foreign-trained immigrants (FTI) from seven EU countries. Using German Micro Census data, the results show a positive association between occupational specificity in the home country and employment probabilities as well as wages in Germany. This association is particularly strong for FTI working in occupation-specific jobs, highlighting the importance of occupation-specific degrees for labor market integration in countries with occupation-specific labor markets. In summary, institutional similarities between home and host countries shape immigrants’ labor market success.
Es ist umstritten, inwieweit Crowdwork-Plattformen Lernprozesse und berufliche Entwicklung ermöglichen. Der Artikel trägt zur Lösung dieser Kontroverse bei, indem er auf einen spezifischen Tätigkeitsbereich fokussiert und IT-Crowdwork auf Freelancing- und Crowdtesting-Plattformen in Deutschland untersucht. Die zentralen Fragen sind, wie Crowdworker:innen digitale Plattformarbeit mit anderen Erwerbstätigkeiten kombinieren und Crowdwork für die berufliche Entwicklung nutzen. In Anlehnung an das Konzept der hybriden Erwerbsformen werden dabei die spezifischen Erwerbskonstellationen von IT-Crowdworker:innen analysiert. Empirische Grundlage des Beitrages sind 41 qualitative Interviews mit IT-Crowdworker:innen sowie 3 Experteninterviews mit Vertretern von Plattformen. Der Beitrag zeigt, dass sich in IT-Crowdwork, in Abhängigkeit vom Plattformtyp, drei idealtypische Erwerbskonstellationen herausbilden: (1) ein Nebenerwerbsmodell, (2) eine plattformbasierte und (3) eine plattformvermittelte Selbstständigkeit. Diese drei Erwerbskonstellationen gehen mit unterschiedlichen Formen des Lernens und der beruflichen Nutzung von Plattformen einher.
