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ERIC Number: EJ1417614
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2589-949X
Challenges of Upward Track Mobility into German Upper Secondary Education for Students' Academic Self-Concept
Markus Kohlmeier
European Journal of Psychology and Educational Research, v7 n1 p11-31 2024
In this study I examine the academic self-concept (ASC) of students who changed from vocational to academic tracking at the transition to upper secondary education in Germany. I ask (1) how their ASC differs to the ASC of their established peers in academic tracking, and (2) how their ASC is affected by the change in the learning environment. Using a subsample of the German National Educational Panel Study (NEPS; N = 4109), findings show that newcomers to academic tracking have a stronger ASC than their peers. However, social differences between the social milieu of origin and the one prevailing at school significantly reduce the ASC. These differences are interpreted as being social-habitual and tested via socioeconomic status, cultural capital, and parental solidarity expectations at the school level. Results differ according to immigrant origin; immigrant newcomers to academic tracking have higher ASC than their established peers, and context effects are more influential. I complement previous research by using a quantitative approach to test the theoretical mechanisms of a qualitative research perspective on upward mobility.
Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/about-us
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A