Articles

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 ...

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 ...

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 ...

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

Recent evidence suggests that women are more likely to be selected for professorships when they apply. This female advantage may be partly due to the widely promoted gender-equality policy of having a substantial female quota in selection committees. Yet, research has rarely considered whether male and female committee members evaluate applicants for professorships differently. We address this research gap based on a large factorial survey experiment with German university professors from different disciplines. We asked these professors to rate how qualified hypothetical applicants are for full professorships and the likelihood of inviting these applicants for a job interview.

Due to the COVID-19 pandemic, contact, education, and employment opportunities have fundamentally changed worldwide. However, various studies have pointed out that not everyone is equally affected by the changed circumstances. This paper focuses on the impact of the pandemic on the study situation in German higher education and explores the question to what extent the pandemic has led to increasing or decreasing social inequalities. Building on social stratification research and Tinto’s model of social and academic integration we focus on dropout intentions of traditionally disadvantaged student groups – students with disabilities, with children, from families with lower levels of education, and with a migrant background. (...)