Social inequality in (post-)secondary educational careers: The relevance of spatial contexts

拟议研究项目的目的是了解在社会结构背景下可找到的机制如何有助于解释后一段教育生涯中的社会差距，即它们如何与教育抱负以及向职业培训、继续普通教育和高等教育的过渡相联系。现有的背景环境概念，如社区、当地劳动力市场和同伴影响，以更灵活的空间背景概念化的形式得到加强。在SPP1646的第一个资助期内，已经开发了一个可测试的研究模型。这种对社会结构空间背景及其与其他解释性背景层次的互动的系统概念化将应用于即将到来的研究阶段。我们把重点放在较后的教育阶段，因为它们可能会受到周围环境的更多不同的社会经济特征的影响。此外，在一个普通学校生涯即将结束的年龄，地区流动更具相关性。教育转型的双向过程体现在教育的供给侧和需求侧：在解释个体对教育的需求时，主观的教育态度和意愿起着至关重要的作用。因此，第一个项目项目旨在分析社会结构背景在多大程度上塑造了对一般教育水平和职业资格的教育愿望。为了尽可能全面地了解教育过渡过程，第二个项目重点是在分析职业资格阶段内具体过渡的实际结果时，将教育的供应面结合起来。该项目建立在概念工作、广泛的数据准备和第一个SPP1646资助期已经取得的成果的基础上，并将深化和扩大关于社会经济和社会结构背景对以后教育生涯中的教育转型的影响的经验证据。该项目结合了国家教育小组研究非政府组织的选定队列的行政和调查数据，并采用了空间回归技术，促进了数据和方法领域的进一步发展。它对关心培训提供和区域发展的政策制定者也可能具有特殊的意义。

The aim of the proposed research project is to understand how mechanisms that can be located in socio-structural contexts contribute towards explaining social disparities in the later educational career, i.e. how they are associated with educational aspirations and transitions to and within vocational training, further general schooling and higher education. Existing concepts of contextual settings such as neighbourhoods, local labour markets and peer influences are enhanced in the form of a more flexible conceptualisation of spatial contexts. A testable research model has already been developed during the first funding period of the SPP1646. This systematic conceptualisation of socio-structural spatial contexts and their interaction with other explanatory context levels is applied in the upcoming research phase. We focus on later educational stages because they are likely to be affected by a greater variety of socio-economic characteristics of the surrounding contexts. Furthermore, regional mobility is much more relevant at an age when the general school career is about to be completed. The two-sided process of educational transitions is reflected in the supply and demand side of education: When explaining the individual demand for education, subjective educational attitudes and wishes play a crucial role. Therefore, a first project line aims at analysing to what extent socio-structural contexts shape educational aspirations towards a general level of education and an occupational qualification. To capture educational transition processes as completely as possible, a second project line focuses on integrating the supply side of education when analysing the actual outcomes of specific transitions within the phase of occupational qualification. The project builds upon conceptual work, extensive data preparation and already accomplished results from the first SPP1646 funding period and will deepen and enlarge empirical evidence on the influence of socio-economic and socio-structural contexts on educational transitions during the later educational career. By combining administrative and survey data from selected cohorts of the National Educational Panel Study NEPS and by adapting spatial regression techniques, the project contributes to further developments in the area of data and methods. It may also be of specific relevance for policy makers concerned with training provision and regional development.