Publications

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Übergänge im Bildungssystem.

Buchholz, S., & Peter, F. (2023).
Übergänge im Bildungssystem. In R. Arnold, E. Nuissl, & J. Schrader (Hrsg.), Wörterbuch Erwachsenen- und Weiterbildung (S. 408). Bad Heilbrunn: Julius Klinkhardt.

Gender gaps in early wage expectations.

Leibing, A., Peter, F., Waights, S., & Spieß, K. C. (2023).
Gender gaps in early wage expectations. Economics of Education Review , 94(June 2023), 102398. https://doi.org/10.1016/j.econedurev.2023.102398

Higher education and active citizenship in five European countries: How institutions, fields of study and types of degree shape the political participation of graduates.

Mühleck, K., & Hadjar, A. (2023).
Higher education and active citizenship in five European countries: How institutions, fields of study and types of degree shape the political participation of graduates. Research in Comparative and International Education, 18(1), 32-54. https://doi.org/10.1177/17454999231157160

German HEI students’ trust in political institutions to properly deal with the Covid-19 pandemic – emphasis on the specific role of intercultural experience.

Schirmer, H. (2023).
German HEI students’ trust in political institutions to properly deal with the Covid-19 pandemic – emphasis on the specific role of intercultural experience. European Journal of Higher Education, 13(1), 1-21. https://doi.org/10.1080/21568235.2021.1975553

Who are the bachelors? – Capturing degree heterogeneity within the tertiary level in comparative perspective.

Sauer, P., & Schwabe (2023).
Who are the bachelors? – Capturing degree heterogeneity within the tertiary level in comparative perspective. 2023 (25). Esch-Belval, Luxembourg: LIS Newsletter Inequality Matters.

Discrimination on the Child Care Market: A Nationwide Field Experiment.

Hermes, H., Lergetporer, P., Mierisch, F., Peter, F., & Wiederhold, S. (2023).
Discrimination on the Child Care Market: A Nationwide Field Experiment. CESifo Working Paper Series 10368. Munich: CESifo.

How do signals of academic performance vary across disciplines? Evidence from a survey experiment among university professors in Germany.

Petzold, K., & Netz, N. (2023).
How do signals of academic performance vary across disciplines? Evidence from a survey experiment among university professors in Germany. SocArXiv (online first).
Abstract

While recent research has investigated what signals of academic performance govern academics’ access to professorships, whether the power of such signals varies across disciplines has to date hardly been examined. We argue that the signaling power of academic achievements depends on the discipline-specific degree of standardization of research and on the spatio-temporal universality of research objects. Using a factorial survey experiment with Germany-based university professors of German studies, selected social sciences, and chemistry, we investigate the suitability of fictitious candidates for a tenured professorship.

Vielfalt von hochschulischen Bildungsverläufen.

Ordemann, J., Peter, F., & Buchholz, S. (Hrsg.) (2023).
Vielfalt von hochschulischen Bildungsverläufen.Wege in das, durch das und nach dem Studium. Wiesbaden: Springer (online first). https://doi.org/10.1007/978-3-658-39657-2
Abstract

Individual educational and life paths are far more diverse today than is often assumed. Many paths with and without a university entrance qualification lead to higher education at different points in time. Diversity persists in higher education and beyond. Students have different backgrounds, change their course of study, interrupt their studies, or drop out. The current findings in this anthology impressively explore this diversity, from the paths to a degree program to the labor market.

Vielfalt von hochschulischen Bildungsverläufen – neue Aspekte, Erkenntnisse und Entwicklungen.

Ordemann, J., Peter, F., & Buchholz, S. (2023).
Vielfalt von hochschulischen Bildungsverläufen – neue Aspekte, Erkenntnisse und Entwicklungen. In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen (S. 1-20). Wiesbaden: Springer (online first). https://doi.org/10.1007/978-3-658-39657-2_1
Abstract

Educational and employment careers do not always follow a straight line, as the nine chapters of this volume demonstrate. The chapters cover various topics related to access to higher education and transition to the labour market. They address the direct and indirect pathways to higher education, the potential complexity of the decision-making involved, and possible returns to the multiple educational pathways. The variety of educational trajectories, the focus of the volume, has gained importance in empirical educational research, not least because there are now rich longitudinal data sets such as the DZHW Panel Study of School Leavers or the National Education Panel (NEPS). Only by monitoring individuals over an extended period ...

Zum Einfluss vorgelagerter Bildungspfade auf die Studienentscheidung.

Spangenberg, H., & Quast, H. (2023).
Zum Einfluss vorgelagerter Bildungspfade auf die Studienentscheidung. In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen (S. 21-46). Wiesbdaden: Springer (online first). https://doi.org/10.1007/978-3-658-39657-2_2
Abstract

Germany has a highly differentiated school system which opens up different paths to higher education entrance qualifications. However, recent sociological research on school leavers' qualification decisions has mainly only included selective aspects of the previous educational biography. The aim of this article is, therefore, (1) to identify the various patterns of educational progression before the higher education entrance qualification is acquired and (2) to determine the extent to which the decision to enter a university, a university of applied sciences, or not to enrol differs according to these patterns. Special attention is paid to the classic inequality dimensions of gender and educational background. To investigate these questions

Von direkten und alternativen Wegen ins Studium: Eine quantitative Analyse zum sozialen Phänomen der beruflich-akademischen Doppelqualifizierung von Studienberechtigten.

Ordemann, J., Buchholz, S., & Spangenberg, H. (2023).
Von direkten und alternativen Wegen ins Studium: Eine quantitative Analyse zum sozialen Phänomen der beruflich-akademischen Doppelqualifizierung von Studienberechtigten. In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen (S. 47-77). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-39657-2_3
Abstract

This paper focuses on dual qualifications (vocational and academic) and on how they affect social disparities in the probability of going to university. We analyze data from the DZHW Panel Study of School Leavers with a Higher Education Entrance Qualification 2012 to assess whether students find their way into academia via alternative pathways (vocational training) and whether this reduces existing social disparities in their likelihood of studying. This approach allows us to look at the educational pathways and detours to higher education over a more extended time than has been done in earlier studies and to highlight the effect of the timing of vocational training. On the one hand, our results confirm earlier findings ...

Atypische Bildungsverläufe: Warum studieren Studienberechtigte aus weniger privilegierten Familien immer noch seltener?

Quast, H., Mentges, H., & Buchholz, S. (2023).
Atypische Bildungsverläufe: Warum studieren Studienberechtigte aus weniger privilegierten Familien immer noch seltener? In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen (S. 79-106). Wiesbaden: Springer (online first). https://doi.org/10.1007/978-3-658-39657-2_4
Abstract

Despite reform efforts in education policy, social inequalities in the transition to tertiary education still persist in Germany. Following Boudon’s (1974) distinction between primary and secondary effects of social origin, various studies have addressed the question to what extent these effects contribute to social inequality, but they usually only approximate the explanatory contribution of secondary effects. By estimating a decomposition analysis based on a current data set from the German Panel Study of School Leavers, we are able to examine the extent to which primary and secondary origin effects, and especially their individual components, explain social inequalities in the decision to enrol. It turns out that differences ...

Neustart, Moratorium oder verlorene Zeit? Die zeitliche Dimension der Situation von Geflüchteten am Studienkolleg.

Grüttner, M., & Schröder, S. (2023).
Neustart, Moratorium oder verlorene Zeit? Die zeitliche Dimension der Situation von Geflüchteten am Studienkolleg. In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen (S. 133-156). Wiesbaden: Springer (online first). https://doi.org/10.1007/978-3-658-39657-2_6
Abstract

Refugees with adequate prior education often aspire to continue or take up university studies in Germany. The article looks at aspects of (educational) biographies and their relation to how participants in preparatory courses for international students at “Studienkollegs” experience time. Quantitative and qualitative data are used for this purpose. Biographically, the situation of refugees differs substantially from that of traditional participants in preparatory courses. We reconstruct different patterns of interpreting time at the “Studienkolleg”: as a professional (or educational) biographical moratorium, a new start in the host country, or as lost time. The results are discussed against the background of the current state of research ..

Studienabbruch und anschließende Neuorientierung: Geschlechtsspezifische Herkunftseffekte.

Kracke, N., & Isleib, S. (2023).
Studienabbruch und anschließende Neuorientierung: Geschlechtsspezifische Herkunftseffekte. In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen (S. 157-190). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-39657-2_7
Abstract

This paper examines the influence of gender and social background on higher education dropout and subsequent educational and occupational reorientation. In this context, both settings are discussed theoretically and then examined empirically, both separately and in interaction. In particular, our paper highlights the importance and analytical consequences of how dropout is defined and which group of "non-dropouts" is used for comparison. Based on data of the DZHW-Exmatrikuliertenbefragung (survey of exmatriculated students), it is shown that social origin and gender affect both the risk of dropping out and subsequent educational decisions. In addition, the analyses show that women's risk of dropping out and their ...

Übergänge von Lehramtsabsolventinnen und -absolventen: Wer bleibt im ersten Jahr nach Studienabschluss auf dem Weg zur Lehrkraft?

Franz, S., Gäckle, S., & Menge, C. (2023).
Übergänge von Lehramtsabsolventinnen und -absolventen: Wer bleibt im ersten Jahr nach Studienabschluss auf dem Weg zur Lehrkraft? In J. Ordemann, F. Peter, & S. Buchholz (Hrsg.), Vielfalt von hochschulischen Bildungsverläufen. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-39657-2_8
Abstract

The aim of this paper is to investigate career paths within the first 12 months after graduating with a teaching degree (master or first state examination) in an exploratory manner. Based on the panel data of teacher education students from the German National Education Panel (NEPS) Starting Cohort 5, we find that 66 % of the observed sample (N = 2,302) transition to preparatory service within the first 12 months after graduation. Another 14 % take the direct route into the teaching profession, while 20 % pursue an occupation not (directly) related to teaching. Significant differences between these groups are found, for example, in terms of gender distribution, field of study, and final grades.

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Sandra Buchholz
Prof. Dr. Sandra Buchholz Head +49 511 450670-176
Frauke Peter
Dr. Frauke Peter Deputy Head +49 511 450670-126

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