Experiences of Recognition in School and Its Relevance for Value Development in Adolescence

Isabella Lussi, Stephan Gerhard Huber


Value development is seen as an important task in adolescence. In addition to the family of origin, school is an important socializing institution. However, little is known about how school influences the value development process. Based on 20 narrative interviews with 19-to 21-year old adolescents, the study presented here offers insights into those experiences in school that are central for the value development process. The methods used are based on grounded theory methodology (STRAUSS, 1998 [1994]) and are combined with narrative analyses as developed by SCHÜTZE (1984) and with qualitative typification (KELLE & KLUGE, 1999). The results of these analyses indicate that different values are linked to different forms of recognition in schools (HONNETH, 1992): Adolescents who were loved, respected and esteemed by their teachers and peers tended to combine security and achievement values with values of openness and tolerance. Adolescents who did not feel recognized reported a lack of love, respect and esteem focused on achievement and security values. This appears to be due to the perception that recognition is a precondition of the development of autonomy and sense making processes of past and present experiences.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1503328


biography; school; grounded theory methodology; biographical research; qualitative typification; narrative interviews

DOI: http://dx.doi.org/10.17169/fqs-16.3.2304

Copyright (c) 2015 Isabella Lussi, Stephan Gerhard Huber

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