Spatial structure counts: the relevance of regional labour-market conditions for educational transitions to vocational training

Weßling, Katarina; Hartung, Andreas; Hillmert, Steffen

doi:10.1186/s40461-015-0024-6

Cited by 33 publications

(28 citation statements)

References 39 publications

(28 reference statements)

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“…In addition to analysing panel data, a number of studies also use cross-sectional or survey data of individuals or firms. Weßling, Hartung, and Hillmert (2015) use a German household survey and find that a 1% point increase of the unemployment rate in the district of residence and in neighbouring districts reduces the trainee's probability of entering an apprenticeship by roughly 1%. Using the IAB firm-level survey, Bellmann, Gerner, and Leber (2016) report that in 2009, German firms decreased the incidence of apprenticeship training by 1.5% (those affected by the crisis) or 0.21% (unaffected firms), compared to 2008.…”

Section: Previous Literaturementioning

confidence: 99%

Are apprenticeships business cycle proof?

Lüthi

Wolter

2020

Swiss J Economics Statistics

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Although there is evidence that apprenticeship training can ease the transition of youth into the labour market and thereby alleviate youth unemployment, many policymakers fear that firms will reduce the number of apprenticeship positions during economic crises, thus exacerbating the problem of youth unemployment. Using recent panel data of Swiss cantons and dynamic regression models, we examine the relationship between newly created apprenticeships and the business cycle. The empirical results suggest that economic shocks induce a pro-cyclical, moderate response in the apprenticeship market, both immediately and in subsequent years.

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Section: Previous Literaturementioning

confidence: 99%

Are apprenticeships business cycle proof?

Lüthi

Wolter

2020

Swiss J Economics Statistics

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“…While in the first step (Hypotheses 1a and 1b) we have carved out the explanatory value of framing theory for additive and substitutable interrelations, in a second step, we advance our framing perspective on multiplicative interrelations of educational contexts which have been analyzed only sporadically (Owens 2010, Weßling et al 2015. Thus, the framing approach can borrow from schema theory which has postulated the possibility of an embeddedness of schemas within one another (McVee et al 2005, p. 537).…”

Section: H1c: Neighborhood and School Effects On Teachers' Expectatiomentioning

confidence: 95%

“…A general argument to integrate these various contexts follows social ecological and neighbourhood theory which suggest that individuals are not located in single social contexts but are acting in several contexts simultaneously (Bronfenbrenner 1977, Park, Burgess andMcKenzie 1925, p. 25). For other educational outcomes, research has started to analyze how educational contexts such as schools and neighborhoods exert mutually reinforcing (i.e., multiplicative) effects on students' achievement or their educational transitions (Owens 2010, Weßling, Hartung andHillmert 2015). So far, studies of teachers' assessments have both theoretically and empirically neglected the explanatory potential of simultaneous contextual settings.…”

Section: Dominik Becker Katarina Wesslingmentioning

confidence: 99%

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker

Katarina²

2020

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Teachers represent a crucial dimension of social stratification in the school system. Their assessments of students matter by exerting short-term effects on students' motivation and achievement, but also by influencing students' educational prospects. Research shows that teachers' assessments are reasonably accurate. However, there is a residual component of inaccuracy emerging from individual -level factors (e.g., students' social or immigrant origin) as well as from classroom and school composition. In the present contribution, we add to this literature by providing a dual-process explanation on how contextual conditions on several levels, i.e., classroom, school, neighborhood and institution simultaneously frame teachers' expectations of their students. We test our theoretical model by using data comprising information on teachers, students, parents, and contextual settings of German elementary schools. We exploit institutional variations that influence the extent to which teachers perceive their expectations as relevant (i.e., binding versus non-binding recommendations for secondary school tracks). Results show that teachers' expectations are positively framed by a high share of students with immigrant background in the classroom. Yet, this effect is only valid for native students. Furthermore, we observe mutually reinforcing framing effects of the classroom's and the neighborhood's social composition on teachers' expectations. Finally, context influences are attenuated when teachers perceive their expectations as more relevant (i.e. track recommendations are binding).

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“…If the impact of regional conditions of the labor market, the educational setting, or other spatial aspects is considered, the focus has been on the transition from elementary to lower secondary education (Sixt 2013;Zangger 2015), the decision to commence tertiary education (Rephann 2002;Denzler and Wolter 2009;Reimer 2013), labor market entry (Salvisberg and Sacchi 2014; Buchs et al 2015), or the decision by firms to train apprentices (Muhlemann and Wolter 2007). To our knowledge, the study from Weßling et al (2015) is the only one that focuses on regional labor market effects on opportunities to commence VET after compulsory education. With regard to Germany, the results indicate that opportunities to commence VET are negatively correlated with the local unemployment rate but uncorrelated with the labor market conditions of more remote areas.…”

Section: Regional Opportunity Structuresmentioning

confidence: 99%