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  • This study uses multivariate comparisons to investigate whether individuals with atypical educational trajectories through the school education system achieve different educational outcomes from individuals with typical educational trajectories. These outcomes are examined in terms of non-monetary and monetary variables for different educational and life stages. The data set consists of N = 41,103 educational trajectories in the German education system, using three starting cohorts of the National Educational Panel Study (NEPS). Thus, the study provides a representative database for the quantification of atypical educational trajectories in Germany. It covers the educational and life stages of secondary school, university, and after entering employment. The analyses identify statistically significant divergences in non-monetary and monetary outcomes. These divergences occur not only shortly after atypical transitions during school time but also show medium and long-term effects. Ninth graders report significantly lower values for their life satisfaction if they experienced track promotion or relegation. The same counts for first year university students who experienced school track promotion on their way to university. Despite equal performance, successful graduation is less likely for pupils who have moved up from lower secondary track (Hauptschulbildungsgang) or middle secondary track (Realschulbildungsgang) compared to pupils without track mobility. University students with atypical access to higher education subjectively assess their graduation as less likely at the start of their studies than students who directly entered university from upper secondary school (Gymnasium). Their subjective assessment turns out to be accurate as they eventually show a lower graduation rate. During secondary school, pupils who experience a relegation to a lower school track are more likely to successfully graduate compared to their peers in the same track. They are also more likely to subsequently move up and complete the formerly intended higher-level qualification. The analyses of adults reveal several long-term effects of track mobility on monetary outcomes. The duration of unemployment for adults with a middle secondary school certificate (Mittlerer Abschluss) is shorter if one experienced schooling in upper secondary school (Gymnasium) before switching to middle secondary school (Realschule). The levels of occupational statuses also differ by mobility types. Adults holding a middle secondary school certificate achieve a higher occupational status if they experienced schooling in upper secondary school. Meanwhile, individuals who reach the upper secondary school certificate (Abitur) after experiencing upward mobility do not achieve the average occupational status of people with a typical trajectory to the Abitur. Given that the study is relying on retrospective longitudinal data, it is not possible to model a clear cause-and-effect relationship between the trajectories and outcome variables. However, the results reveal the costs of track mobility and deliver indications of performance-related and socio-psychological mediation mechanisms. The identified influences of school competencies strengthen the hypothesis of school types as institutionalized learning environments. On the other hand, the influences of socio-psychological characteristics illustrate the psychological costs of transitions. The analysis' unexplained variance shows that a more detailed examination of the underlying mechanisms for the genesis of divergences in educational outcomes is needed. It also raises the question, whether people with atypical educational trajectories experience institutional discrimination. (xsd:string)
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  • 2024 (xsd:gyear)
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  • 2024 (xsd:gyear)
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  • 10.1007/978-3-658-44830-1 ()
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  • german (xsd:string)
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  • 978-3-658-44830-1 ()
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  • Bildungserträge atypischer Bildungsverläufe in Deutschland Divergenzen nichtmonetärer und monetärer Erträge durch unterschiedliche Bildungswege (xsd:string)
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