Article (Scientific journals)
Longitudinal effects of social background on educational and occupational pathways within early and strong school tracking
Samuel, Robin; Bergman, Manfred Max; Hupka-Brunner, Sandra
2014In Longitudinal and Life Course Studies, 5 (1), p. 1-18
Peer reviewed
 

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Keywords :
Labour Market Entry; Pathways; Social Background; Tracking; transition
Abstract :
[en] Transitions from education to work are subject to person-related factors and institutional opportunity structures. Life course research increasingly focuses on longitudinal effects of social background on educational and occupational pathways within early and strong school tracking. In this context, Switzerland is a paradoxical case because its education system exhibits elements that should both reinforce and weaken social background effects. We draw on data from a PISA 2000 school-leaver cohort. Employing sequence analysis, optimal matching and longitudinal latent class analysis, we find that persistence tendencies are more pronounced in the academic stratum, compared to vocational and precarious strata. Conversely, the education system and labour market allow for a good integration of weak academic performers. Overall, we show that social background and performance determine selection into tracks, after which effects of opportunity structures take over.
Disciplines :
Sociology & social sciences
Author, co-author :
Samuel, Robin  ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE)
Bergman, Manfred Max
Hupka-Brunner, Sandra
External co-authors :
yes
Language :
English
Title :
Longitudinal effects of social background on educational and occupational pathways within early and strong school tracking
Publication date :
2014
Journal title :
Longitudinal and Life Course Studies
ISSN :
1757-9597
Publisher :
Society for Longitudinal and Life Course Studies, United Kingdom
Volume :
5
Issue :
1
Pages :
1-18
Peer reviewed :
Peer reviewed
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