Projekte an der Universität Bamberg
Die Rolle von Höherqualifizierungen 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 beschäftigt 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 Arbeitsmarkterträgen beitragen. Es wird darüber hinaus der Frage nachgegangen, inwieweit erneute Investitionen in Bildung den Zusammenhang zwischen der sozialen Herkunft und Arbeitsmarkterträgen beeinflussen.
Leitung: Schindler, Steffen
Fördermittelgeber: DFG Sachbeihilfe Normalverfügung
Projektbeginn: 01.07.2021 - Projektende: 30.06.2025
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 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., 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 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.
Leitung: Schindler, Steffen
Fördermittelgeber: DFG Schwerpunktprogramme
Projektbeginn: 01.03.2018 - Projektende: 30.04.2020
Life-Course Dynamics of Educational Tracking, Life-Course Dynamics of Educational Tracking
Beschreibung: LIFETRACK analyses in six European countries how different modes of tracking or sorting of students in secondary education influence the formation of inequalities in the long run and over the life course. The project involves researchers from the Leibniz Institute of Educational Trajectories, from the Universities Copenhagen and Aarhus in Denmark, from Durham University in the UK, from the University of Turku in Finland and from Sciences Po in Paris. The project is coordinated by Prof. Schindler from the University of Bamberg., In LIFETRACK untersuchen wir in sechs europäischen Ländern, wie sich verschiedene Arten der Gliederung von Sekundarschulsystemen oder der Aufteilung von Schülerinnen und Schülern langfristig auf die Entstehung von Ungleichheit im Lebensverlauf auswirken. An dem Projekt sind Wissenschaftlerinnen und Wissenschaftler vom Leibniz-Institut für Bildungsverläufe, von den Universitäten Kopenhagen und Aarhus in Dänemark, von der Universität Durham in Großbritannien, von der Universität Turku in Finnland und von Sciences Po in Paris beteiligt. Es wird von Prof. Schindler an der Universität Bamberg geleitet.
Leitung: Schindler, Steffen
Fördermittelgeber: DFG Sachbeihilfe Normalverfügung
Projektbeginn: 01.01.2018 - Projektende: 30.04.2021
Erfolgreich Studieren - Welle 3, Studying Successfully - Wave 3
Leitung: Schindler, Steffen
Fördermittelgeber: Interne Projektförderung der Universität Bamberg
Projektbeginn: 01.08.2017 - Projektende: 30.11.2018