Social Origin and Access to Upper Secondary Education in Switzerland: A Comparison of Company-based Apprenticeship and Exclusively School-based Programmes

Hupka-Brunner, Sandra; Sacchi, Stefan; Stalder, Barbara E. (2010). Social Origin and Access to Upper Secondary Education in Switzerland: A Comparison of Company-based Apprenticeship and Exclusively School-based Programmes. Swiss Journal of Sociology, 36(1), pp. 11-31. Seismo

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When making the transition from compulsory school to upper secondary education and training, young people in Switzerland have two main options: company-based apprenticeships or exclusively school-based programmes. Based on Bourdieu, we assume that schools and training firms each have their own particular selection procedures. We expect these different procedures to change the patterns of the influence of social origin on transition -- even when controlling school achievement. We test our assumptions by applying event history analyses to Switzerland's first nationwide longitudinal survey of young people (TREE). As expected, cultural capital of the family of origin is highly relevant for access to school.-based programmes, whereas economic capital favours the entry into apprenticeships.

Item Type:

Journal Article (Original Article)

Division/Institute:

03 Faculty of Business, Economics and Social Sciences > Social Sciences > Institute of Sociology

UniBE Contributor:

Hupka-Brunner, Sandra

Subjects:

300 Social sciences, sociology & anthropology

ISSN:

2297-8348

Publisher:

Seismo

Projects:

[1036] Transitions from Education to Employment (TREE) Official URL

Language:

English

Submitter:

David Leander Baumann

Date Deposited:

12 Jun 2019 14:47

Last Modified:

12 Jun 2019 14:53

Additional Information:

Notes: treeanalysis analysis_self. Date: 2010

Uncontrolled Keywords:

Ausbildungsform Ausbildungstypen Bildungsverlauf bourdieu Duale Ausbildung Eccles Erste Schwelle Fremdselektion Geschlecht Jugend Lehrstellenmarkt Leistung Migrantengruppen Migration PISA Schulische Ausbildung Schulische Selektion Schulleistung Schultyp Selbstselektion soziale Herkunft Transition TREE

BORIS DOI:

10.7892/boris.130917

URI:

https://boris.unibe.ch/id/eprint/130917

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