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Contents; Tables; 1 Introduction; References; 2 Educational attainment of migrants in Germany; 2.1 Data to explain the attainment gap; 2.2 Evidence from the German Microcensus; References; 3 The concept of educational aspirations; References; 4 Models of educational aspirations and choice; 4.1 The Wisconsin model of status attainment; 4.2 Rational choice theories of educational attainment; 4.3 Empirical evidence: Socialization or individual choice?; References; 5 Educational aspirations, expectations and choices of migrants; 5.1 Explaining background-adjusted ethnic differentials in education
5.2 Empirical evidence and discussionReferences; 6 Research objective and contribution to the field; References; 7 Study design; References; 8 Sample description; 8.1 Sociodemographic composition; 8.2 Language use and test scores; 8.3 Aspirations in general education; 8.4 Expectations in general education; 8.5 Future educational aspirations; 8.6 Occupational aspirations; 8.7 Comparing future educational and occupational aspirations; References; 9 Explaining students' educational aspirations; 9.1 Primary effects of social and ethnic origin; 9.2 Future career aspirations
9.2.1 Future educational aspirations9.2.2 Occupational aspirations; 9.2.3 Considerations of uncertainty; 9.3 Social-psychological correlates; References; 10 Explaining students' educational expectations; 10.1 Primary effects of social and ethnic origin; 10.2 Future career aspirations; 10.3 Social-psychological correlates; References; 11 Conclusions; 11.1 Distribution and construction of educational aspirations; 11.2 Distribution and construction of educational expectations; 11.3 Future career aspirations: cause or consequence?; 11.4 Meaning of respondent-reported career plans
11.5 Applicability of traditional approaches to explain ethnic differentials in education11.6 Measurement of aspirations; 11.7 Secondary effects of ethnic origin; 11.8 Limitations and prospects for future research; References; Glossary
Besides different preconditions for educational success in native and migrant families, an important role has been ascribed to students' educational aspirations in the explanation of ethnic disparities in educational attainment. Based on a sample of several hundred 9thand 10thgraders in Hamburg, the study investigates the dimensions along which native and migrant students construct their educational and future career aspirations and expectations at the end of compulsory full-time education. The results provide insight into the applicability of traditional approaches that investigate the mechanisms that shape social disparities in education to explain the ethnic attainment gap, and into the controversial meaning of subjective data in the form of respondent-reported educational aspirations and the interpretation of higher aspirations in migrant families as secondary effects of ethnic origin. Dr. Marina Trebbels is a research assistant at the Institute for Intercultural and International Comparative Education at the University of Hamburg.
The transition at the end of compulsory full-time education : educational and future career aspirations of native and migrant students / Marina Trebbels. Wiesbaden : Springer VS, [2015]
