Do more demanding lower secondary school certificates for minority students pay off? A comparison of VET access between Germany and German-speaking Switzerland

Nennstiel, Richard (2021). Do more demanding lower secondary school certificates for minority students pay off? A comparison of VET access between Germany and German-speaking Switzerland. Soziale Welt - Zeitschrift für sozialwissenschaftliche Forschung und Praxis, 72(3), pp. 313-342. Nomos 10.5771/0038-6073-2021-3-313

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This paper aims to compare ethnic disadvantages in the transition fromschool to vocational education and training (VET) between Germany and German-speaking Switzerland. These two countries are suitable for comparison because oftheir similar school systems, occupational structure and VET system. At the sametime, they differ in terms of the societal prestige of their less demanding lowersecondary school tracks. I focus in particular on the extent to which these differen-ces have an impact on the signaling value of the obtained certificates, and hence onthe transition from school to VET. Furthermore, I consider the following theoreti-cal approaches to explain ethnic differences: differences in human capital endow-ment, theories of discrimination and educational aspirations. My analyses are basedon two panel studies: the DAB panel study for German-speaking Switzerland andCILS4EU for Germany. To estimate VET success rates, I apply multilevel linearprobability models (N = 1,682). My results indicate that there are country differen-ces regarding the premiums associated with holding more demanding lower secon-dary school leaving certificates. In Germany, native students benefit much morefrom having a certificate from a secondary school with extended requirements thanminority students. In Switzerland, in contrast, no group differences regarding thepremiums can be detected.

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