Hochschulabsolvent/innen mit Migrationshintergrund am Übergang in die Promotion

Neumeyer, Sebastian; Pietrzyk, Irena

doi:10.5771/0038-6073-2019-4-435

Cited by 4 publications

(6 citation statements)

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“…For Germany, two studies analyzed transitions within higher education. Neumeyer and Pietrzyk (2019) found no evidence for more ambitious educational choices of immigrants at the transition to doctoral programs. The study, however, did not differentiate between the intention for continuing education and the actual enrollment in PhD programs, a differentiation that might be especially important for pursuing a PhD due to strong performance-related selection by others.…”

Section: Introductionmentioning

confidence: 74%

“…These levels are directly below and above the bachelor’s degree and, therefore, provide clear hypotheses about educational aspirations based on the motives for status maintenance and for status gain. In the other educational groups, which are rather extreme, immigrants are strongly under- or overrepresented ( Neumeyer and Pietrzyk, 2019 , p. 447). This hampers the investigation of immigration-specific disparities due to small sample sizes.…”

Section: Methodsmentioning

confidence: 99%

“…Immigrants might experience greater difficulties in fulfilling these requirements and, therefore, in realizing their aspirations to continue with graduate education after obtaining a bachelor’s degree. The chance of admission might be mitigated by immigrant students’ comparatively low levels of academic performance ( Neumeyer and Pietrzyk, 2019 ; Klein and Müller, 2020 ). In addition, immigrant graduates might have less information regarding admission requirements since they are, on average, less socially integrated into higher education ( Schaeper, 2020 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Done with a degree? Immigration-specific disparities among holders of bachelor’s degrees in the transition to graduate studies in Germany

Neumeyer,

Pietrzyk

2023

Front. Sociol.

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In many Western societies, immigrants make more ambitious educational choices than their native counterparts of equal academic achievement and social origin. These ambitious decisions have been mainly observed at early and middle educational stages, whereas research on choices within higher education is scarce. Against this background, we investigate whether immigrants make more ambitious decisions than natives do also after having graduated from bachelor’s programs in Germany. We theoretically derive that variations in immigration-specific differences in educational choices can be expected based on social origin and country of origin, as well as between the application for and the actual enrollment in graduate studies. Using survey data on educational trajectories of bachelor’s degree holders, we observe our expectations to be confirmed for the investigated sample. First, immigration-specific differences in educational choices vary by social origin and are increased for graduates from low social origins. This finding supports that immigrants strive for status maximization, an idea that we understand as a theoretical specification of the motive for status gain. Second, they vary by country of origin, which suggests cultural factors to be subordinate. Third, immigration-specific differences in applications are more pronounced than differences in actual transitions, indicating that immigrants have fewer chances of transforming their aspirations into actual transitions. We conclude by discussing these three aspects more broadly.

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Section: Introductionmentioning

confidence: 74%

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Done with a degree? Immigration-specific disparities among holders of bachelor’s degrees in the transition to graduate studies in Germany

Neumeyer,

Pietrzyk

2023

Front. Sociol.

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“…For a series of human capital factors, there are indications on ethnic differences among graduates in Germany. Ethnic minority graduates complete their school degree and their study degree with poorer grades and take longer to complete their studies compared to majority graduates of master's degrees (Neumeyer and Pietrzyk 2019). Ethnic minority school graduates prefer HE over vocational training if they obtained a required entrance qualification (Kristen, Reimer, and Kogan 2008).…”

Section: Human Capitalmentioning

confidence: 99%

“…11 At this point, it must be emphasized that factors that do not contribute to the ethnic unemployment gap are not necessarily causally irrelevant to it, it just means that they have no influence on job entry beyond the other observed factors. For example, differences in school achievement translate into differences in study achievement and study durations (Neumeyer and Pietrzyk 2019), and might affect labor market success this way. Percentages of total differences in parentheses.…”

Section: Explanations Of Ethnic Differences In Unemploymentmentioning

confidence: 99%

Labor market entry of ethnic minority bachelor’s graduates in Germany: the role of human capital, field of study, and search behavior

Neumeyer¹

2023

Preprint

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While occupational attainment of ethnic minorities has been widely studied for general populations, few studies exist on the labor market returns of college graduates. This study addresses this gap by focusing graduates of bachelor's degrees, which have been implemented during the Bologna Process in Germany. Using data from nationwide graduate surveys, I investigate ethnic differences in job access and job quality and assess a model of three explanatory approaches (human capital differences, differences in field of study, differences in search behavior). First, job access is more difficult for ethnic minorities, especially from Turkey, while differences in job quality are smaller and less consistent for most minority groups. Second, based on decomposition analyses, I show that differences in human capital and search behavior contribute substantially to increased unemployment rates among ethnic minorities and together explain about half of the ethnic gaps. Third, in addition to grades and work experience in college, human capital acquired prior to college, especially through vocational education and training, helps explain ethnic differences in job access. Fourth, while ethnic unemployment gaps are smaller among men than among women, the explanatory value of the tested model is similar for men and women.

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Secondary Ethnic Effects in the Transition to Higher Education in Germany and Their Explanations

Neumeyer,

Will

2024

Res High Educ

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Given their lower socioeconomic background and achievement, immigrants and their descendants have been shown to make more ambitious decisions regarding educational transitions. While previous research has extensively analysed transitions within and after compulsory education, research on late transitions is scarce. This study focuses on the secondary effect of ethnic origin in the transition after upper secondary education in Germany, where school leavers decide between vocational education and training and higher education. Based on longitudinal data from the National Educational Panel Study, we first analyse differences by ethnic origin (Turkey, former Soviet Union, Poland, other countries) and immigrant generation (first, second, third generation) net of socioeconomic background and achievement. Compared to those of the ethnic majority, we find increased probabilities of enrolment in higher education for most ethnic groups of the first and second immigrant generation, net of differences in socioeconomic background and achievement. Second, we test four explanatory approaches for secondary ethnic effects (immigrant optimism, relative status maintenance, anticipated discrimination, and information deficits). By employing decomposition analyses for nonlinear regression models, we find that, taken together, the four explanations account for up to half of the ethnic differences in educational choice after upper secondary education. Specifically, increased levels of immigrant optimism and information deficits regarding vocational education explain a substantial share of the ethnic differences among all origin groups. For Turkish immigrants, the motive to maintain relative status in the origin country also contributes to increased enrolment rates in higher education.

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Hochschulabsolvent/innen mit Migrationshintergrund am Übergang in die Promotion

Cited by 4 publications

References 0 publications

Done with a degree? Immigration-specific disparities among holders of bachelor’s degrees in the transition to graduate studies in Germany

Done with a degree? Immigration-specific disparities among holders of bachelor’s degrees in the transition to graduate studies in Germany

Labor market entry of ethnic minority bachelor’s graduates in Germany: the role of human capital, field of study, and search behavior

Secondary Ethnic Effects in the Transition to Higher Education in Germany and Their Explanations

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