Effects of social background and reading comprehension on entry to tertiary education

Schumann, Stephan (2016). Effects of social background and reading comprehension on entry to tertiary education. In: Scharenberg, Katja; Hupka-Brunner, Sandra; Meyer, Thomas; Bergman, Manfred Max (eds.) Transitionen im Jugend- und jungen Erwachsenenalter = Transitions des adolescents et des jeunes adultes en Suisse = Transitions in youth and young adulthood study, Vol. 2 (pp. 154-182). Zürich: Seismo

Full text not available from this repository.

Which role do performance and social background characteristics play on the path to upper secondary school maturiry or towards vocational maturity and, later, with regard to the entry into higher education in Switzerland? On the basis of longitudinal data provided by the national PISA 2000/TREE study (N = 2123), the study shows that - given a comparable reading competence - adolescents from the lower strata of society more often obtain vocational maturity instead of an upper secondary school-leaving certificate. Following maturity, those adolescents with a lower level of reading competence from both groups of graduates frequently stay away from higher education. It is also shown that - given a controlled reading competence - graduates from vocational schools with lower social background less often start studies in universities of applied sciences.

Item Type:	Book Section (Book Chapter)
Division/Institute:	03 Faculty of Business, Economics and Social Sciences > Social Sciences > Institute of Sociology
ISBN:	978-3-03777-157-0
Publisher:	Seismo
Projects:	[1036] Transitions from Education to Employment (TREE) Official URL
Language:	Multilingual
Submitter:	Sandra Hupka-Brunner
Date Deposited:	17 Jun 2019 09:13
Last Modified:	27 Jun 2024 09:43
URI:	https://boris.unibe.ch/id/eprint/131076