The transition at the end of compulsory full-time education

Transkript

1 The transition at the end of compulsory full-time education

2 Marina Trebbels The transition at the end of compulsory full-time education Educational and future career aspirations of native and migrant students

3 Marina Trebbels Universität Hamburg, Deutschland Zugl. Dissertation an der Universität Hamburg, 2014 ISBN DOI / ISBN (ebook) Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über abrufbar. Springer VS Springer Fachmedien Wiesbaden 2015 Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung, die nicht ausdrücklich vom Urheberrechtsgesetz zugelassen ist, bedarf der vorherigen Zustimmung des Verlags. Das gilt insbesondere für Vervielfältigungen, Bearbeitungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. Die Wiedergabe von Gebrauchsnamen, Handelsnamen, Warenbezeichnungen usw. in diesem Werk berechtigt auch ohne besondere Kennzeichnung nicht zu der Annahme, dass solche Namen im Sinne der Warenzeichen- und Markenschutz-Gesetzgebung als frei zu betrachten wären und daher von jedermann benutzt werden dürften. Gedruckt auf säurefreiem und chlorfrei gebleichtem Papier Springer VS ist eine Marke von Springer DE. Springer DE ist Teil der Fachverlagsgruppe Springer Science+Business Media.

4 Contents Figures Tables Introduction Educational attainment of migrants in Germany Data to explain the attainment gap Evidence from the German Microcensus The concept of educational aspirations Models of educational aspirations and choice The Wisconsin model of status attainment Rational choice theories of educational attainment Empirical evidence: Socialization or individual choice? Educational aspirations, expectations and choices of migrants Explaining background-adjusted ethnic differentials in education Empirical evidence and discussion Research objective and contribution to the field Study design Sample description Sociodemographic composition

5 6 Contents 8.2 Language use and test scores Aspirations in general education Expectations in general education Future educational aspirations Occupational aspirations Comparing future educational and occupational aspirations Explaining students educational aspirations Primary effects of social and ethnic origin Future career aspirations Future educational aspirations Occupational aspirations Considerations of uncertainty Social-psychological correlates Explaining students educational expectations Primary effects of social and ethnic origin Future career aspirations Social-psychological correlates Conclusions Distribution and construction of educational aspirations Distribution and construction of educational expectations Future career aspirations: cause or consequence? Meaning of respondent-reported career plans Applicability of traditional approaches to explain ethnic differentials in education Measurement of aspirations Secondary effects of ethnic origin Limitations and prospects for future research Glossary Figures Figure 2.1: Track of secondary education , natives Figure 2.2: Track of secondary education , migrants Figure 2.3: Educational attainment , natives Figure 2.4: Educational attainment , migrants Figure 2.5: Professional qualifications

6 Contents 7 Figure 4.1: Wisconsin model of status attainment, original specification Figure 4.2: Wisconsin model of status attainment, revised specification Figure 8.1: Language acquisition and use in migrant families Figure 8.2: Language use between students and parents Figure 8.3: Aspirations in general education Figure 8.4: Motives for aspirations in general education Figure 8.5: Expected probabilities of success, by educational aspiration Figure 8.6: Expected probabilities of success, by migration background Figure 8.7: Future educational aspirations Figure 8.8: Motives for future educational aspirations Figure 8.9: Certainty of career aspirations, by choice motive Figure 8.10: Number of occupational aspirations Figure 8.11: Formal entry requirements for idealistic occupational aspirations Figure 8.12: Formal entry requirements for realistic occupational aspirations Figure 8.13: Importance of adoption mechanisms Figure 8.14: Importance of imitation mechanisms Figure 8.15: Importance of societal valuation Figure 8.16: Importance of income prospects Figure 8.17: Importance of prospects for job promotion Figure 8.18: Importance of labor market demand in country of origin Figure 8.19: Realistic occupational aspirations and VET Figure 8.20: Realistic occupational aspirations and higher education Tables Table 8.1: Sociodemographic composition Table 8.2: Language test scores Table 9.1: Summary of variables, students educational aspirations Table 9.2: Educational aspirations, primary effects (one migrant dummy) Table 9.3: Educational aspirations, primary effects (two migrant dummies) Table 9.4: Educational aspirations, future career aspirations Table 9.5: Educational aspirations, considerations of uncertainty Table 9.6: Educational aspirations, considerations of uncertainty, changed reference group Table 9.7: Educational aspirations, parental aspirations Table 9.8: Educational aspirations, self-efficacy beliefs Table 10.1: Summary of variables used for analysis of students educational expectations

7 8 Contents Table 10.2: Educational expectations, primary effects (one migrant dummy) Table 10.3: Educational expectations, primary effects (two migrant dummies) Table 10.4: Educational expectations, future career aspirations Table 10.5: Educational expectations, parental aspirations and self-efficacy beliefs