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Alternative Routes to Higher Education Eligibility: Disentangling Diversion Processes from Higher Education

获得高等教育资格的替代途径：摆脱高等教育的分流过程

基本信息

批准号：
390219266
负责人：
Professor Dr. Steffen Schindler
金额：
--
依托单位：
Professur für Soziologie mit dem Schwerpunkt Bildung und Arbeit im Lebensverlauf
依托单位国家：
德国
项目类别：
Infrastructure Priority Programmes
财政年份：
2017
资助国家：
德国
起止时间：
2016-12-31 至 2019-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/390219266?language=en
关键词：
Alternative Routes Higher Education Eligibility

项目摘要

Institutional routes to higher education eligibility in Germany have become more and more diverse over the past decades. Almost 50 percent of recent upper secondary school leaver cohorts do not obtain their eligibility for higher education via the traditional standard pathway at the Gymnasium. Previous research has documented that these alternative pathways are associated to particularly low and decreasing transition rates into higher education. The suggested project seeks to disentangle the social processes that are responsible for the phenomenon and provide empirical evidence uncovering the underlying mechanisms. Two different but potentially complementary processes have been suggested as explanations in the literature: First, selection effects arising from increasing upper secondary attainment rates among students who never intended to enter higher education, and second, idiosyncratic influences of alternative pathways that have a negative impact on students' competencies and bias educational and occupational aspirations towards non-academic preferences. The project aims at specifying these explanations further and will conduct the first empirical tests of the suggested mechanisms. The empirical data analyses will be based on the starting cohorts 3 (fifth-graders) and 4 (ninth-graders) of the National Educational Panel Study (NEPS). These data allow for a longitudinal assessment of the development of competences and educational and occupational aspirations through lower and upper secondary education. In addition, the data allow for linking this development both to the choice and to the influences of different learning environments provided by the various pathways to upper secondary education. By targeting at the causal processes behind the differences in higher education transition rates that are associated to different routes to higher education eligibility, the project will make an innovative contribution to the debate on inclusion versus diversion in the context of diversification in upper secondary education. Hereby, it will be possible for the first time to incorporate the new pathways to higher education eligibility that have been opened up through the reforms of the secondary school systems that have recently been conducted in the German federal states.

在过去的几十年里，德国获得高等教育资格的机构途径变得越来越多样化。近50%的高中毕业生没有通过传统的标准途径获得接受高等教育的资格。以前的研究已经证明，这些替代途径与特别低和不断下降的高等教育过渡率有关。所建议的项目旨在理清造成这一现象的社会进程，并提供经验证据，揭示其内在机制。文献中提出了两个不同但可能互补的过程作为解释：第一，从未打算接受高等教育的学生中高中学业成绩提高所产生的选择效应，第二，对学生能力产生负面影响的替代途径的特殊影响，使教育和职业愿望偏向非学术偏好。该项目旨在进一步具体说明这些解释，并将对所建议的机制进行第一次实证检验。实证数据分析将基于国家教育小组研究（NEPS）的起始队列3（五年级学生）和4（九年级学生）。通过这些数据，可以对整个初中和高中教育期间的能力发展以及教育和职业愿望进行纵向评估。此外，这些数据还可以将这一发展与高中教育各种途径提供的不同学习环境的选择和影响联系起来。该项目将针对高等教育升学率差异背后的因果过程，这些差异与获得高等教育资格的不同途径有关，该项目将为在高中教育多样化背景下关于全纳还是分流的辩论做出创新性贡献。因此，有可能第一次纳入通过德国联邦各州最近进行的中学制度改革而开辟的获得高等教育资格的新途径。