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Displaying results 1 to 6 of 6.

  1. Future and career plans before high school graduation (ZuBAb)
    background, research questions and research design
    Author: Pietrzyk, Irena Magdalena; Allmendinger, Jutta; Erdmann, Melinda; Helbig, Marcel; Jacob, Marita; Stuth, Stefan
    Published: 2019
    Publisher:  WZB Berlin Social Science Center, Berlin, Germany

    The German educational system is characterized by pronounced educational disparities based on the parental socioeconomic status. Despite the rather strong stratification of the secondary school sys-tem and social selection into obtaining the... more

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 344
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    No inter-library loan

     

    The German educational system is characterized by pronounced educational disparities based on the parental socioeconomic status. Despite the rather strong stratification of the secondary school sys-tem and social selection into obtaining the university entrance qualification, the transition to higher education is no exception to the general picture of strong inequalities in the German educational system. Social differences in enrolment in higher education might be partly due to the unequal distribution of information and differences in social support. If this were the case, offering information and support via guidance counsellors could reduce educational disparities in the transition to higher education. However, empirical research on this issue in Europe, especially in Germany, is scarce. Against this background, the study "Future and Career Plans Before High School Graduation" (in German: Zukunfts- und Berufspläne vor dem Abitur, ZuBAb) investigates how a broad long-term counselling program affects the educational pathways of university-eligible students by means of a randomized controlled trial (RCT). The study focuses on the reduction of inequalities in university enrolment (primary outcome). Furthermore, we examine the effect of the intervention on the development of socio-emotional competencies, choice of study majors, satisfaction with educational choices, congruence between occupational interests and educational choice, and rational choice components (secondary outcomes). In addition to investigating the effect of the program on educational pathways by means of an RCT, we analyse the social composition of participating students under real world conditions to estimate the effectiveness of the program in reducing educational disparities under real world conditions. The present discussion paper provides an overview of the background of the ZuBAb study, the research questions that are addressed, and the research design. The study is currently being conducted. It is funded by the Ministry of Culture and Science of the German State of North Rhine-Westphalia. Research is jointly carried out by the Berlin Social Science Centre and the University of Cologne.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/200256
    Series: Discussion paper / Berlin Social Science Center, Research area: President's Research Group ; P 2019, 004 (Juni 2019)
    Scope: 1 Online-Ressource (circa 61 Seiten), Illustrationen
  2. Lost female talent
    gender differences in college aspirations and expectations in Germany
    Author: Erdmann, Melinda; Helbig, Marcel; Jacob, Marita
    Published: [2023]
    Publisher:  Wissenschaftszentrum Berlin für Sozialforschung gGmbH, Berlin

    Our study focuses on the gender gap in college aspirations and enrolment among high school students in Germany. We build on socialisation theory, rational choice theory, and formal restrictions to college access to explain gender differences in... more

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    DS 344
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    Our study focuses on the gender gap in college aspirations and enrolment among high school students in Germany. We build on socialisation theory, rational choice theory, and formal restrictions to college access to explain gender differences in idealistic college aspirations, realistic college expectations, and the disparities between the two. Specifically, we examine the prevalence of 'pessimistic' college expectations, where college aspirations are higher than expectations, which we expect to be more likely among young women than young men. By analysing survey data from 1,766 upper secondary students in Germany, we find that women are equally interested in pursuing higher education as their male counterparts. They even express higher aspirations for college enrolment. However, women are more pessimistic than men about realising their aspirations. While factors such as the subjective probability of success and perceived costs impact both genders, young women are also affected by formal restrictions limiting entry to their preferred fields of study

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/274071
    Series: Discussion paper / WZB, Wissenschaftszentrum Berlin für Sozialforschung, Forschungsabteilung: Forschungsgruppe der Präsidentin ; P 2023, 002 (Juli 2023)
    Subjects: Weiterführende Schule; Berufswahl; Hochschule; Geschlechterunterschiede; Deutschland
    Scope: 1 Online-Ressource (circa 36 Seiten)
  3. Educational inequality after high school graduation - there is a way to change that
    an inquiry into the effectiveness of an intensive counseling program 1.5 years after high school graduation
    Author: Erdmann, Melinda; Pietrzyk, Irena Magdalena; Schneider, Juliana; Helbig, Marcel; Jacob, Marita; Allmendinger, Jutta
    Published: [2022]
    Publisher:  WZB Berlin Social Science Center, Berlin, Germany

    The German education system is characterized by strong social inequalities in university access. These may be reduced by offering individual counseling sessions to students in their final two years of high school. The study "Zukunftsund Berufspläne... more

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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 344
    Inter-library loan:
    No inter-library loan

     

    The German education system is characterized by strong social inequalities in university access. These may be reduced by offering individual counseling sessions to students in their final two years of high school. The study "Zukunftsund Berufspläne nach dem Abitur" (ZuBAb)1 examines how such intensive and individual guidance counseling affects participants' educational trajectories using an experimental design that allows for making internally valid inferences regarding the program's causal effects. Based on data (N = 1,064) collected about 1.5 years after participants earned their university entrance diploma (Abitur), we looked at whether the program promotes university enrollment among persons of low educational origin, whether it reduces educational inequalities at the transition from school to higher education, and how educational trajectories change in the period between 0.5 years and 1.5 years after graduation, depending on whether students received counseling or not. The results show a strong program effect of 8 percentage points on university enrollment rates among persons of low educational origin and a strong inequality-reducing effect of the counseling program (15 percentage points or 71 percent in relative terms). The program's positive impact stems from the fact that participation tends to improve fit between a student's academic performance and the educational pathway chosen after graduation. Moreover, the results show that positive program effects begin to emerge only after 1.5 years post-graduation (whereas no positive effect was found 0.5 years after graduation) because persons who start a gap year experience (e.g., voluntary community service year) right after earning their Abitur are especially likely to benefit from program participation. Additionally, a detailed breakdown of educational trajectories over time shows that the program not only promotes university enrollment among persons of low educational origin and enrollment in vocational training schemes among persons of high educational origin but also, in descriptive terms, helps graduates start any kind of post-school educational pathway. The findings make clear that studies designed to make comprehensive inferences about the effects of educational programs should also consider persons of high educational origin and should look not only at university enrollment but also at the smooth transition to any kind of postsecondary educational pathway. They also show that researchers and practitioners need to be patient because there may be some delay until measurable positive effects of individual counseling sessions begin to unfold.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/260533
    Series: Discussion paper / research area: president's research group ; P 2022, 003 (May 2022)
    Subjects: educational inequality; university enrollment; intervention
    Scope: 1 Online-Ressource (circa 32 Seiten)
  4. Soziale Ungleichheit beim Hochschulzugang verringern
    intensive Beratung fördert die Passung zwischen Potenzialen und Bildungsentscheidungen
    Author: Erdmann, Melinda; Helbig, Marcel; Jacob, Marita; Pietrzyk, Irena Magdalena; Schneider, Juliana; Allmendinger, Jutta
    Published: [2022]
    Publisher:  Wissenschaftszentrum Berlin für Sozialforschung, Berlin

    Access:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 352
    Inter-library loan:
    No inter-library loan
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    Source: Union catalogues
    Language: German
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/250053
    Series: WZBrief Bildung ; 45 (Februar 2022)
    Subjects: Berufswahl; Studium; Soziale Ungleichheit; Deutschland
    Scope: 1 Online-Ressource (circa 7 Seiten), Illustrationen
  5. Do intensive guidance programs reduce social inequality in the transition to higher education in Germany?
    experimental evidence from the ZuBAb study 0.5 years after high school graduation
    Author: Erdmann, Melinda; Pietrzyk, Irena Magdalena; Helbig, Marcel; Jacob, Marita; Stuth, Stefan
    Published: [2022]
    Publisher:  WZB Berlin Social Science Center, Berlin, Germany

    This paper examines the effect of an intensive counseling program to promote university access among students who are eligible for university. Using data from the experimental panel study ZuBAb, we examine the average effect on university enrollment... more

    Access:
    Verlag (kostenfrei)
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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 344
    Inter-library loan:
    No inter-library loan

     

    This paper examines the effect of an intensive counseling program to promote university access among students who are eligible for university. Using data from the experimental panel study ZuBAb, we examine the average effect on university enrollment directly after high school graduation and the effect heterogeneity by educational background. No positive effect of participation is found. We discuss these results in relation to the potential of reducing inequalities through individual counseling in Germany. Im Beitrag wird die Wirkung eines intensiven Beratungsprogramms zur Förderung der Studienaufnahme von Hochschulzugangsberechtigten untersucht. Mittels Daten aus der experimentellen Panelstudie ZuBAb werden der durchschnittliche Effekt auf die Studienaufnahme direkt nach dem Abitur und die Effektheterogenität nach Bildungsherkunft überprüft. Es zeigt sich keine positive Wirkung der Teilnahme. Diese Ergebnisse werden in Bezug auf die ungleichheitsreduzierenden Potentiale individueller Beratung in Deutschland diskutiert.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/251790
    Series: Discussion paper / Research Area: President's Research Group ; P 2022, 001 (January 2022)
    Subjects: university access; educational intervention; experiment; social origin; Studienaufnahme; Bildungsintervention; Experiment; soziale Herkunft
    Scope: 1 Online-Ressource (circa 34 Seiten)
  6. Bildungsungleichheit nach der Hochschulreife - das lässt sich ändern
    eine Untersuchung der Wirksamkeit eines intensiven Beratungsprogramms 1,5 Jahre nach dem Abitur
    Author: Erdmann, Melinda; Pietrzyk, Irena Magdalena; Schneider, Juliana; Helbig, Marcel; Jacob, Marita; Allmendinger, Jutta
    Published: [2022]
    Publisher:  Wissenschaftszentrum Berlin für Sozialforschung gGmbH, Berlin

    Das deutsche Bildungssystem ist durch starke soziale Ungleichheiten am Studienübergang charakterisiert. Diese könnten durch individuelle Beratungen von Oberstufenschüler:innen abgebaut werden. Die Studie "Zukunfts- und Berufspläne nach dem Abitur"... more

    Access:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 344
    Inter-library loan:
    No inter-library loan

     

    Das deutsche Bildungssystem ist durch starke soziale Ungleichheiten am Studienübergang charakterisiert. Diese könnten durch individuelle Beratungen von Oberstufenschüler:innen abgebaut werden. Die Studie "Zukunfts- und Berufspläne nach dem Abitur" (ZuBAb) untersucht die Wirkung einer solchen intensiven und individuellen Beratung auf den Bildungsverlauf der Teilnehmenden, wobei das experimentelle Design der Studie verlässliche Rückschlüsse über die kausale Wirkung des Programms erlaubt. Basierend auf Daten, die rund 1,5 Jahre nach Erwerb des Abiturs erhoben worden sind (N = 1.064), wurde geprüft, ob das Programm die Studienaufnahme von Personen ohne akademischen Hintergrund fördert, ob es Bildungsungleichheiten am Übergang in das Studium reduziert und wie sich die Bildungsverläufe in Abhängigkeit von der Programmteilnahme in der Zeitspanne von einem halben Jahr und eineinhalb Jahre nach dem Abitur verändern. Die Ergebnisse zeigen eine deutliche Programmwirkung auf die Studienaufnahme von Personen ohne akademischen Hintergrund von 8 Prozentpunkten sowie einen deutlichen ungleichheits-reduzierenden Effekt der Beratung (15 Prozentpunkte oder anteilig 71 Prozent). Dieser positive Einfluss des Programms geht darauf zurück, dass die Programmteilnahme tendenziell die Passung zwischen dem akademischen Leistungsniveau und dem gewählten nachschulischen Bildungsweg fördert. Zudem zeigen die Ergebnisse, dass sich deswegen erst eineinhalb Jahre nach dem Abitur eine positive Programmwirkung abzeichnet (wohingegen ein halbes Jahr nach dem Abitur kein positiver Effekt messbar war), weil insbesondere Personen, die unmittelbar nach dem Abitur ein Gap-Year (z.B. Freiwilliges Soziales Jahr) aufgenommen haben, von der Programmteilnahme profitieren. Zudem zeigt die detaillierte Aufschlüsselung der Bildungsverläufe im Zeitverlauf, dass das Programm nicht nur die Studienaufnahme für Personen ohne akademischen Hintergrund und die Ausbildungsaufnahme für Personen mit akademischem Hintergrund fördert, sondern deskriptiv betrachtet insgesamt die Aufnahme irgendeines nachschulischen Bildungswegs unterstützt. Die Ergebnisse verdeutlichen, dass für umfassende Aussagen zur Wirkung von Bildungsprogrammen auch Personen hoher Bildungsherkunft untersucht werden

     
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    Source: Union catalogues
    Language: German
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/251791
    Series: Discussion paper / Forschungsabteilung: Forschungsgruppe der Präsidentin ; P 2022, 002 (Januar 2022)
    Subjects: Bildungsungleichheit; Studienaufnahme; Intervention
    Scope: 1 Online-Ressource (circa 36 Seiten)