Upward Mobility of Students from Lower-educated Families in Stratified Educational Systems: The Role of Social Capital and Work Habits.

Bibliographic Details
Title: Upward Mobility of Students from Lower-educated Families in Stratified Educational Systems: The Role of Social Capital and Work Habits.
Authors: Buchmann M; Department of Sociology and Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland. buchmann@soziologie.uzh.ch., Kriesi I; Swiss Federal Institute for Vocational Education and Training (SFIVET), Zollikofen, Berne, Switzerland., Bayard S; Department of Education, Canton of Zurich, Division for Educational Planning, Zurich, Switzerland., Sander F; Swiss Federal Institute for Vocational Education and Training (SFIVET), Zollikofen, Berne, Switzerland., Bundel S; Familien Forschung (Family Research) BW, Statistical Office of the Federal State of Baden-Wuerttemberg, Stuttgart, Germany.
Source: Journal of youth and adolescence [J Youth Adolesc] 2021 Mar; Vol. 50 (3), pp. 391-407. Date of Electronic Publication: 2020 May 23.
Publication Type: Journal Article
Language: English
Journal Info: Publisher: Kluwer Academic/Plenum Publishers Country of Publication: United States NLM ID: 0333507 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1573-6601 (Electronic) Linking ISSN: 00472891 NLM ISO Abbreviation: J Youth Adolesc Subsets: MEDLINE
Imprint Name(s): Publication: 1999- : New York, NY : Kluwer Academic/Plenum Publishers
Original Publication: New York, Plenum Press.
MeSH Terms: Social Capital*, Adolescent ; Female ; Habits ; Humans ; Male ; Schools ; Students ; Switzerland
Abstract: In tracked and highly stratified educational systems, where educational reproduction is particularly strong, the chances of students to achieve more education than their parents did are truncated. Little is known, however, what may help students raised in lower-educated families to become upwardly mobile at the transition to upper-secondary education. In tracked educational systems, this transition is decisive for ultimate educational attainment across the life course. The study addresses this research gap by examining whether quality of social relationships (i.e., social capital) among students, parents, and teachers matters for student and teacher assessment of students' agentic capabilities (i.e., work habits) at age 15. If so, the question is whether these assessments help students become enrolled in high-status upper-secondary school tracks at age 18, thus achieving educational upward mobility. The analyses are based on 401 students from two cohorts in the German- and French-speaking parts of Switzerland, interviewed at the ages of 15 (T1) and 18 (T2) (60.35% females, M age 15  = 15.2, SD age 15  = 0.2; 58.35% older cohort), including data collected by questionnaire from primary caregivers and teachers at student age of 15. The students come from families where highest parental education attainment is below the high-status academic or vocational baccalaureate in upper-secondary education. They may thus experience the opportunity to gain access to these high-status tracks at the transition to upper-secondary education. A structural equation model reveals the role of student assessment of their agentic capabilities and teacher assessment of these competencies in mediating the relation of social capital accrued at home and at school to educational upward mobility. This novel evidence on mechanisms of social advancement may be prone to inform interventions helping students from less-educated families to succeed in tracked and stratified educational systems.
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Grant Information: 405240_69015; 10FI13_122365; 10FI14_150996 Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung
Contributed Indexing: Keywords: Adolescence; Educational upward mobility; Parent; Social capital; Student; Teacher
Entry Date(s): Date Created: 20200525 Date Completed: 20210302 Latest Revision: 20210302
Update Code: 20210623
DOI: 10.1007/s10964-020-01257-3
PMID: 32447567
Published: 2021 Mar
Database: MEDLINE

Academic Journal