Projekte an der Universit?t Bamberg
Die Rolle von H?herqualifizierungen bei der Formierung sozialer Ungleichheit, The Role of Educational Upgrading in the Formation of Social Inequality
Beschreibung: The project deals with the question of how and to what extent investments in education beyond the originally acquired level influence social inequalities in the labour market. The project examines not only how these investments in education contribute to an unequal distribution of labour market returns, but also addresses the question of how new investments in education influence the relationship between social origin and labour market outcomes., Das Projekt besch?ftigt sich mit der Frage, inwieweit und in welcher Weise erneute Investitionen in Bildung, die über das ursprünglich erworbene Bildungsniveau hinausgehen, soziale Ungleichheiten im Arbeitsmarkt beeinflussen. Das Projekt untersucht nicht nur, wie diese Bildungsinvestitionen zu einer Ungleichverteilung von Arbeitsmarktertr?gen beitragen. Es wird darüber hinaus der Frage nachgegangen, inwieweit erneute Investitionen in Bildung den Zusammenhang zwischen der sozialen Herkunft und Arbeitsmarktertr?gen beeinflussen.
Leitung: Schindler, Steffen
F?rdermittelgeber: DFG Sachbeihilfe Normalverfügung
Projektbeginn: 01.07.2021 - Projektende: 31.12.2025
Alternative Wege zur Hochschulreife: Eine Ergründung der Ablenkungsprozesse von Hochschulbildung, Alternative Routes to Higher Education Eligibility – Disentangling Diversion Processes from Higher Education
Beschreibung: Previous research has documented that persons who obtain eligibility for higher education in the vocational school sector or through other non-standard routes show particularly low and decreasing transition rates into higher education. The project seeks to disentangle the social processes that are responsible for this phenomenon and aims at providing empirical evidence on 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. Second, idiosyncratic influences of alternative pathways to upper secondary education 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 coh