Social Inequality in Higher Education. Is Vocational Training a Pathway Leading to or Away from University?

Hillmert, Steffen; Jacob, Marita

doi:10.1093/esr/19.3.319

Cited by 206 publications

(106 citation statements)

References 7 publications

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“…Essentially, individuals and their families are viewed as acting rationally in the context of their circumstances, as choosing among the varying educational choices available to them on the grounds of their perceptions and evaluations of their costs and benefits and of the perceived probability of their successful achievement. This approach is useful in the current context as educational attainment is seen as a sequence of decisions Á decisions which must be examined on a step-by-step basis, rather than solely in terms of highest educational attainment or entry into higher education (as examined by Hillmert and Jacob 2002). The student and his/her parents must make decisions at each stage in the educational process (transition into secondary school, completion of lower secondary, persistence beyond the compulsory schooling-age and so on).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

McCoy

Byrne²

2011

Irish Educational Studies

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MaynoothAs economic circumstances in Ireland, as elsewhere, remain difficult and applications for higher education entry reach record numbers, there has been renewed focus on higher education access. This article draws on the findings of a major Irish study which focuses on a group that has not shared in the general trend towards increased higher education participation Á the offspring of the 'lower non manual' group. This article draws on the findings of that study to examine the barriers such young people face in accessing higher education. It is based on a combined analysis of 10 years of School Leavers' Survey data and indepth life-history interviews with school leavers whose parent(s) were employed in such non-manual jobs. Overall, the study points to the role of cultural, educational and economic factors shaping the higher education entry patterns of young people. It addition it highlights the importance of examining within as well between class patterns of educational attainment.

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Section: Theoretical Frameworkmentioning

confidence: 99%

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

McCoy

Byrne²

2011

Irish Educational Studies

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“…Breen and Goldthorpe (1997) show how classrelated differences in the perception of relative costs and benefits of continued in vestments in education constitute class differentials in levels of educational attainment, although individual decisions are based on rational choices. Hillmert and Jacob (2002) extend the Breen-Goldthorpe model by demonstrating that differences in the percep tion of costs and benefits not only affect individual decisions to continue or discontinue education, but also the choice between vocational training and general, academic edu cation. Given the same choice opportunities, individuals with a lower socioeconomic background tend to opt for vocational training instead of academic education, because they perceive university education as involving higher costs in the form of deferred income, a higher risk of failure, and lower benefits, because completion of higher edu cation is less necessary to maintain their class position relative to that of their parents (Breen/Goldthorpe 1997).…”

Section: Literature Reviewmentioning

confidence: 78%

Individual policy preferences for vocational versus academic education: Microlevel evidence for the case of Switzerland

Busemeyer

Cattaneo²,

Wolter

2011

Journal of European Social Policy

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MPIfG Discussion Papers are refereed scholarly papers of the kind that are publishable in a peer-reviewed disciplinary journal. Their objective is to contribute to the cumulative improvement of theoretical knowledge. The papers can be ordered from the institute for a small fee (hard copies) or downloaded free of charge (PDF). AbstractThis paper uses an original dataset from a survey conducted in Switzerland in 2007 to explore the dynamics of education policy preferences. This issue has largely been neglected so far as most studies on welfare state attitudes do not look at preferences for education. We argue that education policy preferences vary along two dimensions: the distribution of resources across different sectors of the education system (i.e. voca tional training vs. academic education) and the level of investment in education both from public and private sources. With regard to the former, the findings suggest that individual educational experience matters most, i.e., individuals prefer to concentrate resources on those educational sectors that are closest to their own educational back ground. With regard to the second dimension, we find that affiliation to partisan ide ologies matters much more than other variables. Proponents of the left demand more investment both from the state as well as from the private sector and oppose individual tuition fees. ZusammenfassungDieses Papier untersucht die Dynamik bildungspolitischer Präferenzen auf der Mikro ebene. Dabei werden Daten aus einer eigenen Erhebung verwendet, die im Jahr 2007 in der Schweiz durchgeführt wurde. Die Untersuchung bildungspolitischer Präferenzen wurde in der einschlägigen Literatur zur Untersuchung von wohlfahrtsstaatlichen Ein stellungen bisher vernachlässigt. Wir zeigen, dass bildungspolitische Präferenzen auf zwei Dimensionen zu verorten sind: zum einen die Verteilung von öffentlichen Mitteln auf verschiedene Bildungssektoren (berufliche vs. hochschulische Bildung) und zum anderen das Gesamtniveau der Bildungsausgaben. In Bezug auf die erste Dimension stellen wir fest, dass der individuelle Bildungshintergrund sehr prägend ist. Die Befrag ten unterstützten die Konzentration von öffentlichen Mitteln in denjenigen Bildungs bereichen, die sie aus der eigenen Bildungskarriere kennen. In Bezug auf die zweite Dimension lassen sich hingegen starke ideologische Effekte feststellen. Individuen, die sich ideologisch im linken Spektrum verorten, fordern mehr Bildungsausgaben vonsei ten des Staates und des Privatsektors und lehnen Studiengebühren eher ab.

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“…the time span taken into account for calculating the returns; see Hillmert & Jacob, 2003). If these determinants explain the decision to enter tertiary education after obtaining a vocational qualification, any changes occurring in them might lead to a revision of this decision and to a dropout from tertiary studies.…”

Section: Mechanisms Linking Pre-tertiary Pathways and Dropout From Himentioning

confidence: 99%

Educational pathways and dropout from higher education in Germany

Müller

Schneider

2013

LLCS

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Social Inequality in Higher Education. Is Vocational Training a Pathway Leading to or Away from University?

Cited by 206 publications

References 7 publications

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

Individual policy preferences for vocational versus academic education: Microlevel evidence for the case of Switzerland

Educational pathways and dropout from higher education in Germany

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