Der Einfluss der Bildungsherkunft auf die Studienabbruchintention von internationalen Studierenden im ersten Studienjahr

Abstract

Educational background, a dimension of social background, is seen as one of many determinants that influence academic success or drop-out. Previous studies have investigated the association of educational background and drop-out only for students in general, disregarding the specific situation of international students. This article examines whether, for international students, an academic background leads to a lower drop-out intention. The results show that an academic background indeed decreases the probability of having a high intention to drop out. The effect, however, disappears when primary (grades) and secondary (aspiration, subjective success probability, financial resources) effects of origin are included. An above-average grade in the higher education entrance qualification, parents' high educational aspirations and a high subjective probability of success decrease the likelihood of a high drop-out intention.

Did the Poor Get Poorer? The Impact of COVID-19 on Social Inequalities Between International and Domestic Students

“…As a result, international students often need to work to support themselves (Apolinarski & Brandt, 2018), but getting a job permit is limited for non-EU students, and jobbing does not always cover the needed expenses and also leaves less time for studying (Koenings et al, 2022;Pineda, 2018). Second, international students face learning issues due to language barriers (Morris-Lange, 2017; Thies & Falk, 2021;Wisniewski & Lenhard, 2022), especially since the language level needed for admission strongly differs from the academic form of German used at universities (Pineda, 2018). These learning issues are further amplified by discursive learning methods prevalent at German universities, which are less familiar in other countries (Heublein, 2015).…”

Accompanying international students in Germany to academic success: Results and recommendations from the SeSaBa project

“…According to the project WeGe, for example, international students with a refugee background are more likely to consider dropping out of a preparatory course prematurely than international students without a refugee background (see Grüttner et al, 2020Grüttner et al, , 2021. Meanwhile Thies and Falk (2021) show in a study on the importance of socio-economic background that international students from academic parental homes in particular are less likely to consider dropping out. This is firstly due to the fact that they gained better average grades for their university admission and are more positive in assessing the likelihood of their achieving academic success.…”