Lehrer an einer bayerischen Realschule, berufsbegleitende Promotion, Interesse an weiterer Forschungstätigkeit und Lehre

In public as well as in academic discourse, boys are currently primarily perceived as "educational losers". This attribution can be explained against the background of findings, e.g. regarding the percentage of boys attending secondary schools or the school-leaving qualifications achieved. The present study addresses the question of which factors favour an educationally successful development contrary to expectations despite negative framework conditions.