Discontinuities in vocational education and training: the influence of early-risk factors and personality constructs on premature training termination and subsequent trajectories

Michaelis, Christian; Richter, Maria

doi:10.1186/s40461-022-00135-5

Cited by 17 publications

(8 citation statements)

References 66 publications

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“…Especially immigrants of Turkish origin or from other guest worker countries 10.3389/feduc.2022.894249 had difficulties to complete academic tracks with a general university entrance qualification. Disadvantages regarding track completion were, however, particularly pronounced among students who entered VET after Grade 9 or 10: 37% of immigrants enrolled in VET after Grade 9 or 10 dropped out and did not achieve a vocational qualification, while the dropout rate of natives (26%) was 11 percentage points lower (p < 0.001) (see also Michaelis and Richter, 2022). In contrast, immigrants and natives who switched to upper-secondary vocational schools after Grade 9 or 10 had the same probability to successfully complete these tracks with an upper-secondary degree (mainly with an entrance qualification for university of applied sciences) or to still be enrolled at the last interview available in NEPS.…”

Section: Discussionmentioning

confidence: 96%

“…respect, recent findings begin to provide valuable insights into the consequences of immigrant optimism. Recent studies found higher dropout rates at academic tracks (e.g., Birkelund, 2020;Dollmann and Weißmann, 2020), at VET (e.g., Rohrbach-Schmidt and Uhly, 2015;Seidel, 2019;Michaelis and Richter, 2022), but also at higher education (e.g., Müller, 2018;Lörz, 2019;Klein and Neugebauer, 2021) among immigrants.…”

Section: Discussionmentioning

confidence: 99%

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How immigrant optimism shapes educational transitions over the educational life course–Empirical evidence from Germany

Busse

Scharenberg

2022

Front. Educ.

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Compared to natives, young adults with an immigrant background are more likely to choose academic education over vocational education and training (VET). Our study investigates ethnic choice effects at different stages of the educational system. Based on longitudinal data from the German National Educational Panel Study (NEPS), we found that immigrant youths–when controlling for achievement and social background–were more likely to attend academic tracks in Grade 9, have higher participation rates in academic tracks at the upper-secondary level, are less likely to choose VET after lower-secondary education as well as after upper-secondary education, and switch more often to higher education after achieving an upper-secondary degree. Mediation analyses confirmed that these effects were largely shaped by differences in educational and occupational aspirations. Our study provides detailed insights into the transition pathways at different educational stages and the relevant mechanisms driving migration-specific choice effects. As ethnic choice effects are empirically well documented in international research, our investigation may contribute to a deeper understanding of educational inequalities in other European countries.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

How immigrant optimism shapes educational transitions over the educational life course–Empirical evidence from Germany

Busse

Scharenberg

2022

Front. Educ.

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Section: Discussionmentioning

confidence: 99%

How Immigrant Optimism Shapes Educational Transitions Over the Educational Life Course: Empirical Evidence From Germany

Scharenberg

2023

Proceedings of the 2023 AERA Annual Meeting

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Compared to natives, young adults with an immigrant background are more likely to choose academic education over vocational education and training (VET). Our study investigates ethnic choice effects at different stages of the educational system. Based on longitudinal data from the German National Educational Panel Study (NEPS), we found that immigrant youths-when controlling for achievement and social background-were more likely to attend academic tracks in Grade 9, have higher participation rates in academic tracks at the upper-secondary level, are less likely to choose VET after lowersecondary education as well as after upper-secondary education, and switch more often to higher education after achieving an upper-secondary degree. Mediation analyses confirmed that these effects were largely shaped by differences in educational and occupational aspirations. Our study provides detailed insights into the transition pathways at different educational stages and the relevant mechanisms driving migration-specific choice effects. As ethnic choice effects are empirically well documented in international research, our investigation may contribute to a deeper understanding of educational inequalities in other European countries.

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“…Holtmann and Solga (2023) noted a significant correlation between age at the start of the initial VET and dropout, while sex and migration background did not exhibit significant correlations. Conversely, Michaelis and Richter (2022) found that migration background significantly influenced dropout, with no significant impact from gender. In our study, we surveyed sex (0,female; 1,male), age, and migration background using the spoken language at home as an indicator.…”

Section: Control Variablesmentioning

confidence: 90%

Exploring the interplay between vocational competence and dropout intention: insights and perspectives

Ma,

Krötz,

Deutscher

et al. 2024

Empirical Res Voc Ed Train

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High drop-out rates from Vocational Education and Training (VET) remain a severe problem in VET systems globally. Despite decades of drop-out research revealing numerous influencing factors, the role of trainees’ vocational competence in their drop-out behavior has been neglected. This study aims to define the structure of vocational competence and analyze its effects on drop-out intention. Using longitudinal data from 458 commercial trainees in Germany, vocational competence is measured at three time points using a validated competence test, subdivided into domain-linked and domain-specific dimensions (Gelman and Greeno, 1989). Four different directions of drop-out intentions are considered, enabling a detailed effect inspection of the prevailing research gap. Additionally, factors identified in previous studies, such as educational level, age, language, and the degree of having chosen one’s desired occupation, are controlled for. We conducted 12 rounds of ordinal logistic regression to test three lagged temporal combinations of the effect relationship between vocational competence and dropout intention over different time spans (T0- > T1, T1- > T2, T0- > T2). We find that lower domain-specific competence increases the intention to drop out from VET without qualification over different time spans. Initial lower domain-specific competence also affects trainees’ intention to change their occupation in the final year of training. Furthermore, higher levels of domain-linked competence at the beginning increase the intention to leave VET to pursue higher qualifications in the midterm of training.

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Discontinuities in vocational education and training: the influence of early-risk factors and personality constructs on premature training termination and subsequent trajectories

Cited by 17 publications

References 66 publications

How immigrant optimism shapes educational transitions over the educational life course–Empirical evidence from Germany

How immigrant optimism shapes educational transitions over the educational life course–Empirical evidence from Germany

How Immigrant Optimism Shapes Educational Transitions Over the Educational Life Course: Empirical Evidence From Germany

Exploring the interplay between vocational competence and dropout intention: insights and perspectives

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