The transition at the end of compulsory full-time education

The transition at the end of compulsory full-time education

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

Marina Trebbels Universität Hamburg, Deutschland Zugl. Dissertation an der Universität Hamburg, 2014 ISBN 978-3-658-06240-8 DOI 10.1007/978-3-658-06241-5 ISBN 978-3-658-06241-5 (ebook) Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de 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. www.springer-vs.de

Contents Figures.............................................................. 6 Tables............................................................... 7 1 Introduction...................................................... 9 2 Educational attainment of migrants in Germany..................... 19 2.1 Data to explain the attainment gap............................... 19 2.2 Evidence from the German Microcensus......................... 24 3 The concept of educational aspirations.............................. 37 4 Models of educational aspirations and choice........................ 47 4.1 The Wisconsin model of status attainment........................ 48 4.2 Rational choice theories of educational attainment................. 53 4.3 Empirical evidence: Socialization or individual choice?............. 57 5 Educational aspirations, expectations and choices of migrants......... 65 5.1 Explaining background-adjusted ethnic differentials in education... 66 5.2 Empirical evidence and discussion............................... 69 6 Research objective and contribution to the field...................... 79 7 Study design...................................................... 83 8 Sample description............................................... 87 8.1 Sociodemographic composition................................. 87

6 Contents 8.2 Language use and test scores.................................... 89 8.3 Aspirations in general education................................. 93 8.4 Expectations in general education............................... 96 8.5 Future educational aspirations.................................. 99 8.6 Occupational aspirations....................................... 104 8.7 Comparing future educational and occupational aspirations........ 113 9 Explaining students educational aspirations........................ 119 9.1 Primary effects of social and ethnic origin........................ 121 9.2 Future career aspirations....................................... 126 9.2.1 Future educational aspirations............................. 127 9.2.2 Occupational aspirations.................................. 132 9.2.3 Considerations of uncertainty.............................. 134 9.3 Social-psychological correlates.................................. 141 10 Explaining students educational expectations....................... 153 10.1 Primary effects of social and ethnic origin........................ 155 10.2 Future career aspirations....................................... 158 10.3 Social-psychological correlates.................................. 164 11 Conclusions...................................................... 171 11.1 Distribution and construction of educational aspirations........... 171 11.2 Distribution and construction of educational expectations.......... 174 11.3 Future career aspirations: cause or consequence?.................. 175 11.4 Meaning of respondent-reported career plans..................... 180 11.5 Applicability of traditional approaches to explain ethnic differentials in education....................................... 183 11.6 Measurement of aspirations..................................... 185 11.7 Secondary effects of ethnic origin................................ 186 11.8 Limitations and prospects for future research..................... 193 Glossary............................................................ 201 Figures Figure 2.1: Track of secondary education 2008-2010, natives............... 26 Figure 2.2: Track of secondary education 2008-2010, migrants............. 26 Figure 2.3: Educational attainment 2005-2010, natives.................... 28 Figure 2.4: Educational attainment 2005-2010, migrants................... 29 Figure 2.5: Professional qualifications 2010.............................. 30

Contents 7 Figure 4.1: Wisconsin model of status attainment, original specification..... 48 Figure 4.2: Wisconsin model of status attainment, revised specification..... 50 Figure 8.1: Language acquisition and use in migrant families............... 91 Figure 8.2: Language use between students and parents................... 92 Figure 8.3: Aspirations in general education............................. 94 Figure 8.4: Motives for aspirations in general education................... 96 Figure 8.5: Expected probabilities of success, by educational aspiration...... 97 Figure 8.6: Expected probabilities of success, by migration background..... 98 Figure 8.7: Future educational aspirations............................... 100 Figure 8.8: Motives for future educational aspirations..................... 102 Figure 8.9: Certainty of career aspirations, by choice motive............... 104 Figure 8.10: Number of occupational aspirations......................... 105 Figure 8.11: Formal entry requirements for idealistic occupational aspirations........................ 106 Figure 8.12: Formal entry requirements for realistic occupational aspirations......................... 106 Figure 8.13: Importance of adoption mechanisms......................... 109 Figure 8.14: Importance of imitation mechanisms........................ 110 Figure 8.15: Importance of societal valuation............................. 110 Figure 8.16: Importance of income prospects............................. 111 Figure 8.17: Importance of prospects for job promotion.................... 112 Figure 8.18: Importance of labor market demand in country of origin....... 113 Figure 8.19: Realistic occupational aspirations and VET................... 114 Figure 8.20: Realistic occupational aspirations and higher education........ 116 Tables Table 8.1: Sociodemographic composition............................... 88 Table 8.2: Language test scores......................................... 90 Table 9.1: Summary of variables, students educational aspirations.......... 120 Table 9.2: Educational aspirations, primary effects (one migrant dummy).... 122 Table 9.3: Educational aspirations, primary effects (two migrant dummies).. 124 Table 9.4: Educational aspirations, future career aspirations................ 128 Table 9.5: Educational aspirations, considerations of uncertainty........... 136 Table 9.6: Educational aspirations, considerations of uncertainty, changed reference group...................................... 139 Table 9.7: Educational aspirations, parental aspirations.................... 143 Table 9.8: Educational aspirations, self-efficacy beliefs..................... 148 Table 10.1: Summary of variables used for analysis of students educational expectations..................................... 154

8 Contents Table 10.2: Educational expectations, primary effects (one migrant dummy)....................................... 156 Table 10.3: Educational expectations, primary effects (two migrant dummies)..................................... 157 Table 10.4: Educational expectations, future career aspirations............. 161 Table 10.5: Educational expectations, parental aspirations and self-efficacy beliefs...................................... 166