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Social inequalities at the transition to higher education: the role of personality for graduates from vocational and general schools

Previous research has shown that social inequalities in the transition to higher education are a persistent phenomenon in Germany. Additionally, studies indicate that graduates from vocational schools are less likely to enter higher education, compared to their peers who graduated from general schools. However, research is scarce about how social background effects may differ for graduates from vocational schools in comparison to general schools. This paper aims to examine this twofold inequality, by introducing personality traits as resources that support graduates from disadvantaged social backgrounds to enter higher education, especially if they graduated from vocational schools. Therefore, this study distinguishes between graduates from general schools, as well as from vocational schools with a general and a specific higher education entrance qualification. Drawing on data of the two most recent cohorts of the school leaver cohort of the German Student Life Cycle Panel, logistic regression models with interaction terms are employed and average marginal effects are reported. The findings reveal that, although vocational schools are less socially selective in their student decomposition as well as in the transition into higher education, inequalities based on social background persist. Two of the five personality traits showed significant positive effects for graduates from disadvantaged social background for entering higher education: while openness appears to be beneficial for students who graduated from general schools and vocational schools, agreeableness is especially advantageous for students who graduated from vocational schools with a specific higher education entrance qualification. This paper highlights how personality traits can mitigate social inequalities in higher education transitions and underscores the importance of distinguishing social background effects across different school types. The results have broader implications for addressing educational inequalities and understanding the role of individual resources in diverse institutional contexts.

Penelitian sebelumnya telah menunjukkan bahwa ketimpangan sosial dalam transisi ke pendidikan tinggi merupakan fenomena yang persisten di Jerman. Selain itu, studi menunjukkan bahwa lulusan sekolah vokasi lebih kecil kemungkinannya untuk melanjutkan ke jenjang pendidikan tinggi dibandingkan dengan rekan-rekan mereka yang lulus dari sekolah umum. Namun, penelitian tentang bagaimana efek latar belakang sosial dapat berbeda antara lulusan sekolah vokasi dan sekolah umum masih terbatas. Makalah ini bertujuan untuk mengkaji ketimpangan ganda ini, dengan memperkenalkan ciri-ciri kepribadian sebagai sumber daya yang mendukung lulusan dari latar belakang sosial kurang mampu untuk melanjutkan ke jenjang pendidikan tinggi, terutama jika mereka lulus dari sekolah vokasi. Oleh karena itu, studi ini membedakan antara lulusan sekolah umum, serta lulusan sekolah vokasi dengan kualifikasi masuk pendidikan tinggi umum dan khusus. Berdasarkan data dari dua kohort terbaru dari kohort lulusan sekolah dari Panel Siklus Hidup Mahasiswa Jerman, model regresi logistik dengan suku-suku interaksi digunakan dan efek marginal rata-rata dilaporkan. Temuan ini mengungkapkan bahwa, meskipun sekolah vokasi kurang selektif secara sosial dalam dekomposisi siswanya serta dalam transisi ke pendidikan tinggi, ketimpangan berdasarkan latar belakang sosial tetap ada. Dua dari lima ciri kepribadian menunjukkan efek positif yang signifikan bagi lulusan dari latar belakang sosial kurang mampu untuk memasuki pendidikan tinggi: sementara keterbukaan tampaknya bermanfaat bagi siswa yang lulus dari sekolah umum dan sekolah kejuruan, keramahan sangat menguntungkan bagi siswa yang lulus dari sekolah kejuruan dengan kualifikasi masuk pendidikan tinggi tertentu. Makalah ini menyoroti bagaimana ciri-ciri kepribadian dapat memitigasi ketimpangan sosial dalam transisi pendidikan tinggi dan menggarisbawahi pentingnya membedakan efek latar belakang sosial di berbagai jenis sekolah. Hasil penelitian ini memiliki implikasi yang lebih luas untuk mengatasi ketimpangan pendidikan dan memahami peran sumber daya individu dalam konteks kelembagaan yang beragam.

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Informasi Detail
Judul Seri
Empirical Research in Vocational Education and Training
No. Panggil
-
Penerbit
: Springer Nature.,
Deskripsi Fisik
Hal. 1 - 18
Bahasa
English
ISBN/ISSN
18776345
Klasifikasi
NONE
Tipe Isi
text
Tipe Media
computer
Tipe Pembawa
online resource
Edisi
17, Article number: 7
Subjek
higher education
Vocational schools
Personality traits
Social inequality
Educational transitions
High school graduates
Info Detail Spesifik
-
Pernyataan Tanggungjawab
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