Die soziale Herkunft von Mathematik-Lehrkräften in Deutschland. Der Zusammenhang mit Berufsausübung und berufsbezogenen Überzeugungen bei Sekundarstufenlehrkräften

The present article analyzes the socio-economic background of maths teachers in Germany and its relation to career-related decisions and job-related convictions. These analyzes is based on data collected through questionnaires answered by 1126 maths teachers working at a sample of secondary schools representative of Germany. Following Bourdieu’s theory, the authors examine whether the economic and cultural conditions prevailing in the teachers’ families of origin are related to their decision to pursue this specific professional career or to their job-related convictions. Furthermore, it is analyzed in how far teachers, in their everyday work in the classroom, meet students from groups of origin foreign to the teachers themselves. The results show that the teachers socio-economic background has no systematic relation to either their career-related decisions or their jobrelated convictions. Anschrift der Autor(inn)en Dipl.-Pad. Nele Kampa, Humboldt Universitat Berlin, Institut zur Qualitatsentwicklung im Bildungswesen, Unter den Linden 6, 10099 Berlin, Deutschland E-Mail: nele.kampa@iqb.hu-berlin.de Prof. Dr. Mareike Kunter, Johann Wolfgang Goethe Universitat Frankfurt, Institut fur Psychologie, Arbeitsbereich Padagogische Psychologie, Senckenberganlage 15, 60325 Frankfurt a.M., Deutschland E-Mail: kunter@paed.psych.uni-frankfurt.de Dr. Kai Maaz, Universitat Potsdam, Humanwissenschaftliche Fakultat, Profilbereich Bildungswissenschaften, Karl-Liebknecht Strase 24/25, 14476 Potsdam, Deutschland E-Mail: kai.maaz@uni-potsdam.de Prof. Dr. Jurgen Baumert, Max-Planck-Institut fur Bildungsforschung, Lentzeallee 94, 14195 Berlin, Deutschland E-Mail: sekbaumert@mpib-berlin.mpg.de