Suchergebnisse

This article deals with contemporary trends within research on extremism research in Germany. Institutionalization of this research in structures of political science is described, including the international impact of this research, with specific attention paid to the situation in East Central Europe. Next, the article analyzes development within the so-called 'theory of extremism,' including new concepts elaborated by scholars (soft and hard extremism, etc.) and developments dealing with the interconnection with terrorism research. Use of results of extremism research by governmental and international institutions is identified. Finally, criticism of the concept of extremism is presented, including criticism of the concept's politicization. Adapted from the source document.

Survey-based measures of subjective well-being are more and more often analyzed cross-culturally. However, international comparison of these measures requires measurement invariance. Therefore, the major goal of this study was to investigate the cross-country comparability of the five-item subjective well-being scales used in the International Social Survey Programme (2011, 2017). This study applied both the traditional exact and the more recent Bayesian approximate approach to assess whether the subjective well-being scales were measurement invariant. The Bayesian approach detected several non‑invariant items that were problematic for cross-national comparison and could be dropped from the scales. Consequently, measurement invariance was established in all countries for the reduced scales, allowing researchers to meaningfully compare their latent mean scores and the relationships with other theoretical constructs of interest. Thus, the study highlighted the advantages of using multiple indicators and the necessity of measurement invariance testing in subjective well-being research.

This article traces the effect of socio-economic, cultural, and gender factors on the reproduction of educational inequalities in access to tertiary education in the Czech Republic, Switzerland, Germany, Poland, and Sweden. Single- country analyses conducted to date on the Czech Republic have reached conflicting results both on the development of educational inequalities since the fall of socialism and on the weight of the factors behind those inequalities. Also, no international comparison has been conducted. Thus, the authors pursue two new directions of inquiry: 1) an international comparison, and 2) an update of the development of inequalities in all the mentioned countries since 2002. The authors used multi-dimensional statistical methods (logit models and a log-linear analysis) and the most recent available international data from the European Social Survey. The results revealed that out of all the countries studied it is in the Czech Republic that access to tertiary education is currently determined most by the cultural component of social background (the father's education). The country closest to the Czech Republic in this regard is Switzerland. The educational status of the family is also a crucial factor in educational reproduction in Sweden. Paradoxically, in the countries that historically and geographically are closest to the Czech Republic, namely, Poland and Germany, the crucial determinant in the transmission of educational status is the father's class.