Weber, E., & Hülür, G. (2021). Co-development of couples' life satisfaction in transition to retirement: A longitudinal dyadic perspective.

This study investigates the relevance of career compromises (i.e. the discrepancy between expected and attained training position) for dropping out from vocational education and training (VET), focusing on compromises in terms of field of work, social status and gender type. Moreover, it examines whether apprentices’ enjoyment of training ex-plains this association. Using longitudinal data on 5,600 apprentices from the German National Educational Panel Study (NEPS, Starting Cohort 4), the results of discrete event history models show that all types of compromises are crucial for VET dropout, but especially compromises regarding field of work and downward discrepancies in gen-der type. Furthermore, the link between compromises and VET dropout is partly mediated by apprentices’ enjoyment of training, which itself is highly correlated with dropping out. These findings draw attention to the role of pre-entry VET policies, such as career counselling, in minimising the incidence of career compromises.

We illuminate the socio‐cultural embeddedness of adolescents to explain gender‐typical occupational orientations (GTOO) from an intersectional perspective. We investigate whether and why immigrant and native youths differ in their GTOO. These issues are of practical and political importance, as deviations from the norm of the autochthonous majority society can drive change in the gender segregation of the labor market on the one hand but can also lead to difficulties in accessing training and work on the other. We use cross‐sectional data on ninth‐graders from the German National Educational Panel Study, which allows us to analyze distinct dimensions of GTOO, i.e., expectations and aspirations. The results of step‐wise multilevel models show that (a) differences in GTOO between immigrant and native youths apply to certain countries of origin—particularly females from Turkey, the country with the strongest contrast to the German context in terms of gender‐related labor market characteristics, differ in their aspirations from native females—and (b) differences between immigrant and native German expectations shrink with immigrant generation and after controlling for aspirations. This indicates that assimilation processes involving socialization‐related adaptation to the host society play a greater role than an increase in information about its labor market.

ZusammenfassungWir gehen der Frage nach, in welcher Weise die Stratifizierung des Schulsystems einen Einfluss auf geschlechtstypische Berufserwartungen Jugendlicher nimmt: über schulspezifische geschlechtstypische Aspirationen oder sozialstatusbezogene Erwartungen. Wir analysieren Querschnittsdaten der Startkohorte 4 des Nationalen Bildungspanels (NEPS, Wellen 2010–2011) zu Schülerinnen und Schülern der Klassenstufe neun in Deutschland. Anhand von Mehrebenen-Mediationsanalysen zeigen wir, dass schulspezifische Berufsaspirationen den Einfluss der Schulform auf die Berufserwartungen Jugendlicher vermitteln. Niedrige Schulformen, vor allem Hauptschulen, sind dabei durch stärker geschlechtstypische Berufsaspirationen geprägt als Gymnasien. Darüber hinaus sind auch schulspezifische Berufserwartungen hinsichtlich des Sozialstatus für Unterschiede in den geschlechtstypischen Berufserwartungen von Bedeutung. Eine mögliche Erklärung für diesen Befund sind die stark nach Geschlecht segregierten Gelegenheitsstrukturen vor allem im niedrig qualifizierten Arbeitsmarktsegment.