Bildungsherkunft und Promotionen: Wie beeinflusst das elterliche Bildungsniveau den Übergang in die Promotionsphase? / Social Background and PhDs: How Does the Educational Background of Parents Affect the Likelihood of Entering Doctoral Studies?

Abstract

Zusammenfassung: Dieser Beitrag behandelt den Zusammenhang zwischen der Bildungsherkunft von Universitätsabsol-vent(inn)en und der Wahrscheinlichkeit einer Promotionsaufnahme nach dem Studium. Auf der Basis einer bundesweit repräsentativen Absolvent(inn)enstudie wird erstens überprüft, inwieweit beim Übergang in die Promotionsphase herkunftsspezifische Unterschiede bestehen, und zweitens, welche Prozesse und Mechanismen zu diesen Unterschieden füh-ren. Die Analysen zeigen, dass die Wahrscheinlichkeit der Aufnahme einer Promotion deutlich mit der Bildungsherkunft variiert. Dieser Herkunftseffekt lässt sich zu großen Teilen auf Unterschiede in der Fachrichtungswahl, Leistungsunterschiede sowie auf Unterschiede im Ausmaß der akademischen Integration während des Studiums zurückführen.Schlüsselwçrter: Soziale Ungleichheit; Bildungsungleichheit; Promovierende; Bildungsherkunft; Effektdekomposition.Summary: Based on a representative longitudinal survey among graduates, this article explores the relationship between parents' educational background and the likelihood of entering into doctoral studies. Subsequently, possible processes and mechanisms that may account for the effects of social background are explored. Findings indicate that the likelihood of beginning doctoral studies significantly varies with the parents' educational background. For the most part, this finding can be explained by differences in the choice of field of study, by performance differences, and by differences in the extent of academic integration during undergraduate studies.

Equal Access to the Top? Measuring Selection into Finnish Academia

“…Transitions into PhDs and further into academia are much less well studied than lower-level transitions. Nevertheless, studies based on survey data from the US (Mullen, Goyette, & Soares, 2003), the UK (Wakeling & Laurison, 2017), Canada (Zarifa, 2012), Italy (Argentin & Triventi, 2011) and Germany (Jaksztat, 2014) suggest that high-SES graduates are more likely to transition to the postgraduate level. Triventi (2013) arrives at different conclusion.…”

Social inequalities in postdoctoral dropout from academia by gender, parental academic background, and migration background, and their intersections

“…However, for German academia, there is some empirical evidence of inequality. On the one hand, a large body of research has shown that there are social inequalities by gender and parental academic background-which is one of the main dimensions of an individual's social origin-in the participation in and the completion of higher education (e.g., Becker 2009;Jaksztat 2014;Jaksztat et al 2021;Lörz 2019; Lörz/Mühleck 2019; Lörz/Schindler 2016; Müller/Pollak 2016; Müller et al 2011;Vogel 2017;Watermann et al 2014); some studies also found inequalities by migration background (Lörz 2019(Lörz , 2020). Yet individuals who have earned an advanced higher education degree seem to be such a preselected group (Mare 1980) that these inequalities no longer persist (Bornmann/Enders 2004;König et al 2021;Lörz/Mühleck 2019;Lörz/Schindler 2016;Zimmer 2021).…”

Mechanisms of Upward Social Mobility. A qualitative analysis of class-specific careers in law and educational science

“…An increasing number of primarily quantitative studies on the German context shed light on class-specific inequalities in the distribution of doctorates by demonstrating an influence of social origin on the intention to participate in a doctoral program (Lörz/Seipelt 2019), doctoral admissions in general (Bachsleitner et al 2020;Jaksztat 2014;Jaksztat/Lörz 2018;Radmann et al 2017) or admissions to different forms of doctorates (de Vogel 2017). The German academic system has been described as a winner-takes-all market (Berthoin Antal/Rogge 2020), and the career trajectory as an "Up or Out" model (Fitzenberger/Schulze 2014).…”