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63-524: The Aufbaugymnasium ("Structured Secondary School") is a school for mature students in Germany and Austria. It serves students who graduated from a Hauptschule or Realschule and are headed for the Abitur . It is not to be confused with a traditional Gymnasium , which serves young students who have not graduated from another secondary school before. This article about a building or structure type

126-505: A Berufsfachschule (full-time vocational school). The jobs for which they apply consequently require practical skills rather than academic knowledge. They may also qualify for further education in a Realschule or Gymnasium if their marks are good enough. Most Hauptschulen are state-run and thus do not cost any money to attend; however some private Hauptschulen do exist. Such Hauptschulen have comparatively low tuition fees and/or offer stipends. The "youth welfare office" may also cover

189-433: A Hauptschule also include mathematics, physics/chemistry, biology, geography, history, religion (or another elective class), music, art, politics, sport and language. From the first year of Hauptschule , all children learn English. Once students have obtained their graduate certificate at the age of 15–16, they can go into practical vocational training, start work in the public service at basic or secretarial level, or attend

252-416: A black man (assuming social milieus in which homosexuals and dark-skinned people are stigmatized). A 2012 study showed empirical support for the existence of the own, the wise, and normals as separate groups; but the wise appeared in two forms: active wise and passive wise. The active wise encouraged challenging stigmatization and educating stigmatizers, but the passive wise did not. Goffman emphasizes that

315-479: A condition which the target of the stigma either did not cause or over which he has little control." He defines Achieved Stigma as "stigma that is earned because of conduct and/or because they contributed heavily to attaining the stigma in question." Falk concludes that "we and all societies will always stigmatize some condition and some behavior because doing so provides for group solidarity by delineating 'outsiders' from 'insiders'". Stigmatization, at its essence,

378-409: A dismal future. All students, even those not going to college, must graduate with the skills necessary to succeed in college. It is thought that the incentive of losing a diploma will provide enough incentive to make that a reality, but some critics doubt that it was ever a practical idea. Students who do not pass the tests will receive no diploma or alternate documents that indicate that they do not meet

441-431: A general group regardless of how well the person actually fits into that group. However, the attributes that society selects differ according to time and place. What is considered out of place in one society could be the norm in another. When society categorizes individuals into certain groups the labeled person is subjected to status loss and discrimination . Society will start to form expectations about those groups once

504-670: A higher education to keep this a secret, lest they are marked as failures and outsiders. Similarly, a middle-class boy may feel no compunction in being seen going to the library; a professional criminal, however, writes [about keeping his library visits secret]." He also gives the example of blacks being stigmatized among whites, and whites being stigmatized among blacks. Individuals actively cope with stigma in ways that vary across stigmatized groups, across individuals within stigmatized groups, and within individuals across time and situations. The stigmatized are ostracized, devalued , scorned, shunned and ignored. They experience discrimination in

567-410: A label that associates a person to a set of unwanted characteristics that form a stereotype. It is also affixed. Once people identify and label one's differences, others will assume that is just how things are and the person will remain stigmatized until the stigmatizing attribute is undetectable. A considerable amount of generalization is required to create groups, meaning that people will put someone in

630-688: A large amount of attention and research in recent decades. Thirdly, linking negative attributes to groups facilitates separation into "us" and "them". Seeing the labeled group as fundamentally different causes stereotyping with little hesitation. "Us" and "them" implies that the labeled group is slightly less human in nature and at the extreme not human at all. The fourth component of stigmatization in this model includes "status loss and discrimination ". Many definitions of stigma do not include this aspect, however, these authors believe that this loss occurs inherently as individuals are "labeled, set apart, and linked to undesirable characteristics." The members of

693-675: A new type of school called "Realschule plus", which offers general education classes (that resemble classes held at the normal Realschule) as well as remedial classes. Starting in 2010/2011 Hauptschulen were formally abolished in the German States Berlin and Hamburg. They were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin , Education in Hamburg ). In

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756-730: A normal consequence of people's cognitive abilities and limitations, and of the social information and experiences to which they are exposed. Current views of stigma, from the perspectives of both the stigmatizer and the stigmatized person, consider the process of stigma to be highly situationally specific, dynamic, complex and nonpathological. German-born sociologist and historian Gerhard Falk wrote: All societies will always stigmatize some conditions and some behaviors because doing so provides for group solidarity by delineating "outsiders" from "insiders" . Falk describes stigma based on two categories, existential stigma and achieved stigma . He defines existential stigma as "stigma deriving from

819-637: A person's social identity in threatening situations, such as low self-esteem . Because of this, identity theories have become highly researched. Identity threat theories can go hand-in-hand with labeling theory . Members of stigmatized groups start to become aware that they are not being treated the same way and know they are likely being discriminated against. Studies have shown that "by 10 years of age, most children are aware of cultural stereotypes of different groups in society, and children who are members of stigmatized groups are aware of cultural types at an even younger age." French sociologist Émile Durkheim

882-476: A phenomenon whereby an individual with an attribute which is deeply discredited by their society is rejected as a result of the attribute. Goffman saw stigma as a process by which the reaction of others spoils normal identity. More specifically, he explained that what constituted this attribute would change over time. "It should be seen that a language of relationships, not attributes, is really needed. An attribute that stigmatizes one type of possessor can confirm

945-432: A positive self-perception among their members. For example, advertising professionals have been shown to suffer from negative portrayal and low approval rates. However, the advertising industry collectively maintains narratives describing how advertisement is a positive and socially valuable endeavor, and advertising professionals draw on these narratives to respond to stigma. Another effort to mobilize communities exists in

1008-570: A red light district in India, have effectively challenged internalized stigma by establishing that they are respectable women, who admirably take care of their families, and who deserve rights like any other worker. This study argues that it is not only the force of the rational argument that makes the challenge to the stigma successful, but concrete evidence that sex workers can achieve valued aims, and are respected by others. Stigmatized groups often harbor cultural tools to respond to stigma and to create

1071-840: A report on so-called "problem schools" in 2000. "Problem schools" according to the scientists were: The number of "problem schools" that could be identified varied greatly by State of Germany. In Bavaria no "problem school" could be found. In Baden-Württemberg only 4.8 percent of Hauptschulen and in Rheinland-Pfalz 8.7 percent of Hauptschulen must be called "problem schools". In contrast, 60 percent of all Hauptschulen in Berlin , 68.8 percent of Hauptschulen in Hamburg and 95.7 percent of all Hauptschulen that existed in Bremen must be called "problem schools". (Berlin and Hamburg have abolished

1134-408: A special kind of gap between virtual social identity and actual social identity : While a stranger is present before us, evidence can arise of his possessing an attribute that makes him different from others in the category of persons available for him to be, and of a less desirable kind—in the extreme, a person who is quite thoroughly bad, or dangerous, or weak. He is thus reduced in our minds from

1197-468: A stigmatized identity formation process in order to experience themselves as causal agents in their social environment. Hughey calls this phenomenon "stigma allure". While often incorrectly attributed to Goffman, the "six dimensions of stigma" were not his invention. They were developed to augment Goffman's two levels – the discredited and the discreditable. Goffman considered individuals whose stigmatizing attributes are not immediately evident. In that case,

1260-445: A university, an adequate general academic education. (However some of the graduates will attend a university later in life, see below.) They largely teach the same subjects as a Realschule or Gymnasium , but at a slower pace. Subjects that are taught at Gymnasien , but not at Hauptschulen , include Latin and Ancient Greek, while "work studies" ( Arbeitslehre ) is taught at Hauptschulen, but not at Gymnasien . Subjects taught at

1323-401: A whole and usual person to a tainted discounted one. Such an attribute is a stigma, especially when its discrediting effect is very extensive [...] It constitutes a special discrepancy between virtual and actual social identity. (Goffman 1963:3). Goffman divides the individual's relation to a stigma into three categories: The wise normals are not merely those who are in some sense accepting of

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1386-628: Is a stub . You can help Misplaced Pages by expanding it . Hauptschule Hauptschulen (plural for Hauptschule) were first introduced in West Germany in 1950 and are now a part of secondary education in Germany, the other schools being the Gymnasium for the university-bound and the Realschule for the future technicians. The main aim of Hauptschulen is to offer young students with average grades or below, most of whom will not attend

1449-441: Is a challenge to one's humanity- for both the stigmatized person and the stigmatizer . The majority of stigma researchers have found the process of stigmatization has a long history and is cross-culturally ubiquitous. Bruce Link and Jo Phelan propose that stigma exists when four specific components converge: In this model stigmatization is also contingent on "access to social , economic , and political power that allows

1512-498: Is a social process. There are two primary factors to examine when considering the extent to which this process is a social one. The first issue is that significant oversimplification is needed to create groups . The broad groups of black and white , homosexual and heterosexual , the sane and the mentally ill ; and young and old are all examples of this. Secondly, the differences that are socially judged to be relevant differ vastly according to time and place. An example of this

1575-560: Is involved in creating, maintaining, and diffusing stigmas, and enacting stigmatization. The model of stigma communication explains how and why particular content choices (marks, labels, peril, and responsibility) can create stigmas and encourage their diffusion. A recent experiment using health alerts tested the model of stigma communication, finding that content choices indeed predicted stigma beliefs, intentions to further diffuse these messages, and agreement with regulating infected persons' behaviors. More recently, scholars have highlighted

1638-469: Is the emphasis that was put on the size of the forehead and faces of individuals in the late 19th century—which was believed to be a measure of a person's criminal nature. The second component of this model centers on the linking of labeled differences with stereotypes . Goffman's 1963 work made this aspect of stigma prominent and it has remained so ever since. This process of applying certain stereotypes to differentiated groups of individuals has attracted

1701-479: Is therefore forced to accept low-paying unskilled labor or live on welfare indefinitely; many choose to stay in school for another year to obtain their diploma, which slightly, but not fundamentally, improves their career prospects. In 2006 a debate about violence at German Hauptschulen was sparked after teachers of the infamous Rütli School wrote a letter to the senate office demanding the school be closed down. The letter stated: Baumert, Stanat and Watermann did

1764-1122: The Mittlere Reife . Students holding a Mittlere Reife are allowed to participate in classes at the Gymnasium. They can get their Abitur there. Some states of Germany do not have a Hauptschule. In most eastern German states, Hauptschulen never existed and still do not exist. In the German Democratic Republic most students attended a polytechnical school, and only a select few attended a specialist school. Nowadays, all eastern German states offer some kind of "Intermediate School" (which may be called Regelschule , Mittelschule , or Regionale Schule ). It has to be pointed out that while those schools are called "intermediate schools", there are actually no "intermediate schools", because no school called "lower school" exists. Intermediate schools do not select students on aptitude. All states of eastern Germany also offer Gymnasien , while all but Saxony also offer comprehensive schools. In

1827-714: The Hauptschule , while the SPD closed Hauptschulen , replacing them with comprehensive schools. In these areas, in many cases, the Hauptschule is not a school of first choice for a student and is attended by students of whom is believed that they for a number of reasons may not profit from the more competitive environment of other schools. In some areas where few students attend the Hauptschule and those who do often suffer from learning disabilities, Hauptschule students have come to be increasingly stigmatized in recent years,

1890-567: The NCEE designed the Certificate of Initial Mastery around the German education model, most US states expect all students to meet one high passing standard, and tests are used to ensure success for all rather than sorting between types of high schools. High school is mandatory until the age of 17–18 in most states, but those who leave before receiving a diploma are considered to be dropouts with

1953-435: The 1970s an educational expansion started and parents started sending their children to better schools. Thus younger jobholders are less likely to hold a Hauptschulabschluss than older ones. The percentage of children attending a Hauptschule differs very much by region (it may be as high as 60% or as low as 4%). Most Hauptschulen reside in conservative areas (like Bavaria), because conservative parties want to strengthen

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2016-538: The German state of Saarland, the Hauptschule has been abolished, and Hauptschulen have been merged with Realschulen to form "Erweiterte Realschulen", however those "Erweiterte Realschulen" still do stream by ability after 7th grade. They offer a fast and a slow track. The state of Schleswig-Holstein also abolished the Hauptschule and mainstreamed students into the Regionalschule . The state of Rhineland-Palatinate has merged Hauptschulen and Realschulen to form

2079-572: The Hauptschule since then.) The graduation certificate is the Hauptschulabschluss , which like the assignment to other types of high schools is less valuable than the Realschulabschluss or university-bound Abitur . Furthermore, persons holding a Hauptschulabschluss may go to night school to earn their Realschulabschluss or Abitur . However, in some German states students that do well enough in Hauptschule receive

2142-711: The United States, most schools are comprehensive high schools and educate students of all ability ranges, as the concept of tracking by test score was largely abandoned there by the 21st century. However, some school districts, such as the Renton School District , maintain separate schools for students who do not succeed in the comprehensive school, usually students who get the lowest test score results. Although most US students get uniform diplomas, some states are adopting high school graduation examinations with very high standards. Although Marc Tucker of

2205-479: The behaviors adopted by the stigmatized individual to manage his identity: the concealing and revealing of information. In the second atmosphere, he is discredited —his stigma has been revealed and thus it affects not only his behavior but the behavior of others. Jones et al. (1984) added the "six dimensions" and correlate them to Goffman's two types of stigma, discredited and discreditable. There are six dimensions that match these two types of stigma: In Unraveling

2268-401: The contexts of stigma , authors Campbell and Deacon describe Goffman's universal and historical forms of Stigma as the following. Stigma occurs when an individual is identified as deviant , linked with negative stereotypes that engender prejudiced attitudes, which are acted upon in discriminatory behavior. Goffman illuminated how stigmatized people manage their "Spoiled identity" (meaning

2331-763: The costs of the student attending a private Hauptschule . The German state spends more money on students attending public Hauptschulen than it spends on students attending public Realschulen or Gymnasien , and Hauptschulen have a more favourable student–teacher ratio than those other types of school. Hauptschulen often have a very diverse student body in terms of ethnic groups, languages spoken at home, religions, social classes, and students' abilities. The schools face many challenges, because they sometimes have to educate students of average abilities alongside students that have learning difficulties or need special attention. In some German states, such as Bavaria, Hauptschulen offer different classes to their students. They offer

2394-403: The cultural stereotype is secured. Stigma may affect the behavior of those who are stigmatized. Those who are stereotyped often start to act in ways that their stigmatizers expect of them. It not only changes their behavior, but it also shapes their emotions and beliefs . Members of stigmatized social groups often face prejudice that causes depression (i.e. deprejudice). These stigmas put

2457-623: The expectations of the group. This can result in social stigma. From the perspective of the stigmatizer, stigmatization involves threat, aversion and sometimes the depersonalization of others into stereotypic caricatures. Stigmatizing others can serve several functions for an individual, including self-esteem enhancement, control enhancement, and anxiety buffering, through downward-comparison —comparing oneself to less fortunate others can increase one's own subjective sense of well-being and therefore boost one's self-esteem. 21st-century social psychologists consider stigmatizing and stereotyping to be

2520-531: The experience of being stigmatized may take a toll on self-esteem, academic achievement, and other outcomes, many people with stigmatized attributes have high self-esteem, perform at high levels, are happy and appear to be quite resilient to their negative experiences. There are also "positive stigma": it is possible to be too rich, or too smart. This is noted by Goffman (1963:141) in his discussion of leaders, who are subsequently given license to deviate from some behavioral norms because they have contributed far above

2583-476: The gaming community through organizations like: In 2008, an article by Hudson coined the term "organizational stigma" which was then further developed by another theory building article by Devers and colleagues. This literature brought the concept of stigma to the organizational level, considering how organizations might be considered as deeply flawed and cast away by audiences in the same way individuals would. Hudson differentiated core-stigma (a stigma related to

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2646-493: The identification of differences, construction of stereotypes , the separation of labeled persons into distinct groups, and the full execution of disapproval, rejection , exclusion, and discrimination ." Subsequently, in this model, the term stigma is applied when labeling, stereotyping, disconnection, status loss, and discrimination all exist within a power situation that facilitates stigma to occur. Identifying which human differences are salient, and therefore worthy of labeling,

2709-483: The ideology created by "the self," which is the opposing force to "the Other." As a result, the others become socially excluded and those in power reason the exclusion based on the original characteristics that led to the stigma. The authors also emphasize the role of power ( social , economic , and political power ) in stigmatization. While the use of power is clear in some situations, in others it can become masked as

2772-416: The individual can encounter two distinct social atmospheres. In the first, he is discreditable —his stigma has yet to be revealed but may be revealed either intentionally by him (in which case he will have some control over how) or by some factor, he cannot control. Of course, it also might be successfully concealed; Goffman called this passing . In this situation, the analysis of stigma is concerned only with

2835-407: The individual with a fault need feel no shame nor exert self-control, knowing that in spite of his failing he will be seen as an ordinary other," Goffman notes that the wise may in certain social situations also bear the stigma with respect to other normals: that is, they may also be stigmatized for being wise. An example is a parent of a homosexual; another is a white woman who is seen socializing with

2898-441: The inmates' thoughts about the guards . However, this situation cannot involve true stigmatization, according to this model, because the prisoners do not have the economic, political, or social power to act on these thoughts with any serious discriminatory consequences. Sociologist Matthew W. Hughey explains that prior research on stigma has emphasized individual and group attempts to reduce stigma by "passing as normal", by shunning

2961-467: The labeled groups are subsequently disadvantaged in the most common group of life chances including income , education , mental well-being , housing status, health , and medical treatment . Thus, stigmatization by the majorities, the powerful, or the "superior" leads to the Othering of the minorities, the powerless, and the "inferior". Whereby the stigmatized individuals become disadvantaged due to

3024-858: The opinion of the general public often being that Hauptschulen only harbor the bottom end of society. Stereotypes of dysfunctional family backgrounds, absent and/or unemployed parents and domestic violence and alcohol abuse are often cited when describing what is believed to be the typical social origin of these students. Teachers often complain about ongoing difficulties in trying to properly educate them and parents refusing to take responsibility. Moreover, and based on these problems, in some areas it has become very hard for Hauptschule graduates to find qualified work or begin an apprenticeship , even in professions which traditionally welcomed them and in some areas have now shifted their focus to better qualified applicants, e.g. mechanics, construction or sales. In some areas, an overwhelming majority of each graduating class

3087-466: The power differences are less stark. An extreme example of a situation in which the power role was explicitly clear was the treatment of Jewish people by the Nazis . On the other hand, an example of a situation in which individuals of a stigmatized group have "stigma-related processes" occurring would be the inmates of a prison . It is imaginable that each of the steps described above would occur regarding

3150-493: The realms of employment and housing. Perceived prejudice and discrimination is also associated with negative physical and mental health outcomes. Young people who experience stigma associated with mental health difficulties may face negative reactions from their peer group. Those who perceive themselves to be members of a stigmatized group, whether it is obvious to those around them or not, often experience psychological distress and many view themselves contemptuously. Although

3213-505: The role of social media channels, such as Facebook and Instagram, in stigma communication. These platforms serve as safe spaces for stigmatized individuals to express themselves more freely. However, social media can also reinforce and amplify stigmatization, as the stigmatized attributes are amplified and virtually available to anyone indefinitely. Stigma, though powerful and enduring, is not inevitable, and can be challenged. There are two important aspects to challenging stigma: challenging

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3276-481: The so-called M-classes for it advanced students, regular classes and the so-called P-classes for students who are struggling. Percentage of jobholders holding Hauptschulabschluss , Realschulabschluss or Abitur in Germany: Historically, a vast majority in Germany went to Hauptschule ; in 2000 54.5% of jobholders had an Hauptschulabschluss , indicating they graduated from one. However, in

3339-703: The specific time and place in which it arises. Once a person is stigmatized, they are often associated with stereotypes that lead to discrimination, marginalization, and psychological problems. This process of stigmatization not only affects the social status and behavior of stigmatized persons, but also shapes their own self-perception, which can lead to psychological problems such as depression and low self-esteem. Stigmatized people are often aware that they are perceived and treated differently, which can start at an early age. Research shows that children are aware of cultural stereotypes at an early age, which affects their perception of their own identity and their interactions with

3402-426: The state's minimum standards for graduation. Social stigma Stigma , originally referring to the visible marking of people considered inferior, has evolved in modern society into a social concept that applies to different groups or individuals based on certain characteristics such as socioeconomic status, culture, gender, race, religion or health status. Social stigma can take different forms and depends on

3465-425: The stigma disqualifies the stigmatized individual from full social acceptance) before audiences of normals. He focused on stigma, not as a fixed or inherent attribute of a person, but rather as the experience and meaning of difference. Gerhard Falk expounds upon Goffman's work by redefining deviant as "others who deviate from the expectations of a group" and by categorizing deviance into two types: Communication

3528-474: The stigma relationship is one between an individual and a social setting with a given set of expectations; thus, everyone at different times will play both roles of stigmatized and stigmatizer (or, as he puts it, "normal"). Goffman gives the example that "some jobs in America cause holders without the expected college education to conceal this fact; other jobs, however, can lead to the few of their holders who have

3591-413: The stigma; they are, rather, "those whose special situation has made them intimately privy to the secret life of the stigmatized individual and sympathetic with it, and who find themselves accorded a measure of acceptance, a measure of courtesy membership in the clan." That is, they are accepted by the stigmatized as "honorary members" of the stigmatized group. "Wise persons are the marginal men before whom

3654-460: The stigmatization on the part of stigmatizers and challenging the internalized stigma of the stigmatized. To challenge stigmatization, Campbell et al. 2005 summarise three main approaches. In relation to challenging the internalized stigma of the stigmatized, Paulo Freire 's theory of critical consciousness is particularly suitable. Cornish provides an example of how sex workers in Sonagachi ,

3717-402: The stigmatized, or through selective disclosure of stigmatized attributes. Yet, some actors may embrace particular markings of stigma (e.g.: social markings like dishonor or select physical dysfunctions and abnormalities) as signs of moral commitment and/or cultural and political authenticity. Hence, Hughey argues that some actors do not simply desire to "pass into normal" but may actively pursue

3780-410: The usualness of another, and therefore is neither credible nor discreditable as a thing in itself." In Goffman's theory of social stigma, a stigma is an attribute, behavior, or reputation which is socially discrediting in a particular way: it causes an individual to be mentally classified by others in an undesirable, rejected stereotype rather than in an accepted, normal one. Goffman defined stigma as

3843-474: The very nature of the organization) and event-stigma (an isolated occurrence which fades away with time). A large literature has debated how organizational stigma relate to other constructs in the literature on social evaluations. A 2020 book by Roulet reviews this literature and disentangle the different concepts – in particular differentiating stigma, dirty work, scandals – and exploring their positive implications. The research

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3906-660: The world around them. Stigma (plural stigmas or stigmata ) is a Greek word that in its origins referred to a type of marking or the tattoo that was cut or burned into the skin of people with criminal records, slaves, or those seen as traitors in order to visibly identify them as supposedly blemished or morally polluted persons. These individuals were to be avoided particularly in public places. Social stigmas can occur in many different forms. The most common deal with culture , gender , race , religion, illness and disease . Individuals who are stigmatized usually feel different and devalued by others. Stigma may also be described as

3969-530: Was the first to explore stigma as a social phenomenon in 1895. He wrote: Imagine a society of saints, a perfect cloister of exemplary individuals. Crimes or deviance, properly so-called, will there be unknown; but faults, which appear venial to the layman, will there create the same scandal that the ordinary offense does in ordinary consciousnesses. If then, this society has the power to judge and punish, it will define these acts as criminal (or deviant) and will treat them as such. Erving Goffman described stigma as

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