Diverging Educational Aspirations Among Compulsory School-Leavers in Switzerland

Abstract

Educational aspirations play an important role in shaping students’ educational trajectories and destinations. Drawing on longitudinal data from the TREE2 study, this paper investigates the effect of tracking on the formation and adjustment of the educational aspirations of Swiss students upon leaving compulsory school. We show that educational aspirations are highly responsive to the educational track attended in upper secondary education. While students in general education tend to stick to their aspirations, their counterparts in vocational programmes exhibit less stable aspirations.