Zitatform

Anger, Silke, Sarah Bernhard, Hans Dietrich, Felix Knau, Adrian Lerche, Alexander Patzina, Malte Sandner & Carina Toussaint (2024): Welche Erwartungen Abiturient*innen mit einem Studium oder einer Berufsausbildung verbinden (Serie "Berufsorientierung Jugendlicher"). In: IAB-Forum H. 03.09.2024, 2024-09-02. DOI:10.48720/IAB.FOO.20240903.01

Abstract

"Nach dem Abitur eröffnen sich jungen Menschen alle weiterführenden Bildungswege. Neben der Wahl der Fachrichtung steht die Entscheidung zwischen Studium oder Berufsausbildung im Vordergrund. Hier geht es neben persönlichen Interessen und Fähigkeiten um die Erwartungen der Abiturient*innen hinsichtlich der Aussichten auf dem Arbeitsmarkt und in Bezug auf die Arbeitsbedingungen nach einem Studium oder einer Ausbildung. Diese Erwartungen unterscheiden sich je nachdem, ob sie eher zu einem Studium oder einer Ausbildung tendieren." (Autorenreferat, IAB-Doku)

Zitatform

Anger, Silke, Laura Goßner, Pascal Heß, Philipp Jaschke, Ute Leber, Brigitte Schels, Franziska Schreyer & Carina Toussaint (2024): Chancengleichheit und berufliche Bildung. Stellungnahme des IAB zur Anhörung der Enquetekommission I „Chancengleichheit in der Bildung“ des Landtags Nordrhein-Westfalen am 28.6.2024. (IAB-Stellungnahme 02/2024), Nürnberg, 27 S. DOI:10.48720/IAB.SN.2402

Abstract

"Zur schriftlichen Anhörung der Enquetekommission I „Chancengleichheit in der Bildung“ des Landtags Nordrhein-Westfalen hat das Institut für Arbeitsmarkt-und Berufsforschung (IAB) seine Stellungnahme abgegeben. Darin werden Herausforderungen und Lösungen (praxistaugliche Ansätze zur Unterstützung erfolgreicher Maßnahmen) folgender Themenfelder behandelt: Verbesserung der Berufsorientierung und -vorbereitung in Schulen, der Übergänge aus der Schule in berufliche (Aus-)Bildung sowie den Übergangssektor, Verringerung von Ausbildungsabbrüchen, Erschließung der Potenziale der Berufsbildung für die Integration von Zugewanderten und Geflüchteten, Bedeutung von Rollenvorbildern, bildungspolitische Hebel für mehr Chancengleichheit, Bildungsforschung am IAB sowie Verringerung der Unterrepräsentation von Frauen in Handwerksberufen." (Autorenreferat, IAB-Doku)

Zitatform

Anger, Silke, Bernhard Christoph, Agata Danuta Galkiewicz, Tobias Hörl, Shushanik Margaryan, Milan Maushart, Frauke Peter, Malte Sandner & Thomas Siedler (2024): Berufliche Pläne von Haupt- und Realschüler*innen: Der Anteil der Unentschlossenen steigt. In: IAB-Forum H. 24.09.2024 Nürnberg, 2024-09-12. DOI:10.48720/IAB.FOO.20240924.01

Abstract

"Der Anteil der Jugendlichen, die sich sicher sind, eine Ausbildung absolvieren zu wollen, sinkt zusehends. Zuletzt traf dies nur noch auf 42 Prozent der befragten Hauptschüler*innen und auf 37 Prozent der Realschüler*innen in den jeweiligen Abschlussklassen zu.." (Autorenreferat, IAB-Doku)

Zitatform

Christoph, Bernhard, Heike Spangenberg & Heiko Quast (2024): Tertiary Education, Changing One's Educational Decision and the Role of Parental Preferences. In: Research in Higher Education, Jg. 65, H. 2, S. 283-302., 2023-08-08. DOI:10.1007/s11162-023-09752-9

Abstract

"Unequal access to university and the decision processes that give rise to it are important factors in the accumulation of educational inequalities. In this paper, we investigate a specific aspect of such decision processes by focusing on those students who change their original plans to start a (nontertiary) vocational education and decide to pursue a tertiary degree instead. In doing so, we find that more than one-fifth of the students in our sample who originally planned to pursue a vocational education change their original decision in this way. Moreover, while students from a more advantaged background are more likely to go to university in the first place, those among them that initially opted for a vocational education are also more likely to change their decision and go to university instead. We also find that parental preferences for tertiary education play an important role in the process of changing one’s mind, even for adult children. Moreover, we find that differential parental preferences contribute to both the emergence of social background effects and - as a result - the perpetuation of educational inequalities." (Author's abstract, IAB-Doku, © Springer) ((en))

Zitatform

Fischer-Browne, Melanie, Lea Ahrens, Corinna Kleinert & Brigitte Schels (2024): Compromises in occupational choice and premature termination of vocational education and training: gender type, prestige, and occupational interests in focus. In: Empirical Research in Vocational Education and Training, Jg. 16, 2024-06-14. DOI:10.1186/s40461-024-00168-y

Abstract

"This study examines whether premature termination of vocational education and training (VET) is more likely when trainees have to make compromises between their realistic occupational aspirations and the occupation for which they are trained in terms of the occupational dimensions of gender type, prestige, and occupational interests. Specifically, it examines the relative importance of the three compromise dimensions on premature VET termination. The study is based on a sample of 3,241 VET entrants from a cohort of ninth graders in 2010 in the German National Educational Panel Study (NEPS-SC4) in combination with aggregated data on occupational characteristics. Results from discrete hazard rate models indicate a higher risk of premature VET termination for trainees whose VET occupation differs from their realistic occupational aspiration from their school days. While compromises in prestige have no overall effect, both compromises in interests and gender type threaten the stability of VET. The results also indicate that compromises in interests have the strongest effect on the risk of premature VET termination and that the effects of compromises in gender type are partly mediated by the effects of compromises in interests. Furthermore, sensitivity analysis revealed that the main effects of compromises in gender type and prestige are gender specific." (Author's abstract, IAB-Doku) ((en))

Zitatform

Gogescu, Fiona (2024): Mapping the distinct patterns of educational and social stratification in European countries. In: Journal of European Social Policy, Jg. 34, H. 3, S. 271-288. DOI:10.1177/09589287241240966

Abstract

"This article analyzes how educational and initial vocational training systems in Europe vary regarding the way in which they structure educational routes for pupils of different academic ability. The study uses cluster analysis to explore the degree of similarity between 25 European countries, including variables related to: stratification within compulsory education; vocational orientation; links between initial vocational education and the labor market; transitions from secondary education; stratification within tertiary education; and links between educational qualifications and labor market outcomes. I identify three clusters of countries that have distinct patterns of stratification. This article contributes to the literature on educational regimes and school-to-work transitions by adding countries from Central and Eastern Europe (CEE) and integrating multiple dimensions pertaining to the link between educational and social stratification. Thus, it develops a more encompassing representation of the architecture of educational pathways in different European countries." (Author's abstract, IAB-Doku) ((en))

Zitatform

Herdman, Paul, Anthony Mann, Alison Burke & Patrick Signoret (2024): Innovation in career pathways across five countries. (OECD education working papers 320), Paris, 87 S. DOI:10.1787/742bcd05-en

Abstract

"Since the Great Financial Crisis (2007–08) many countries have explored how education systems can better prepare students for their working lives in order to reduce youth unemployment and enhance educational engagement and achievement. This paper focuses on Career Pathways, learning programmes delivered in general secondary education that allow students to undertake a deep exploration of a vocational field of interest while keeping their options for the future open. In a first-of-its-kind analysis and building on understanding of historic provision, the study considers innovation in programme development in five predominantly Anglophone countries (Australia, Canada, New Zealand, Scotland and the United States) since 2010. While historically participation in Career Pathways has been strongly associated with better employment outcomes for learners, evaluations have highlighted important challenges to their delivery at scale for the full range of learners. This paper reviews a range of responses to historic challenges based on study visits to five countries and closes with policy recommendations for future enhancement of provision." (Author's abstract, IAB-Doku) ((en))

Zitatform

Huttunen, Kristiina & Krista Riukula (2024): Parental job loss and children’s career choices. In: Labour Economics, Jg. 90. DOI:10.1016/j.labeco.2024.102578

Abstract

"We examine how shocks to parents’ careers affect the children’s educational choices and career outcomes. Using Finnish administrative data, we find that a father’s job loss decreases the likelihood of a child choosing the father’s study field. Children of displaced fathers have lower earnings and are more likely to choose study fields with lower predicted earnings; however, we find no effects on the outcomes measured before study choices are made, such as school grades, inactivity and juvenile delinquency. The results suggest that labor market shocks can carry over to the next generation through children’s career choices." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))

Zitatform

Hägglund, Anna Erika (2024): Same degrees, different outcomes? Fields of study choices and gender wage inequality in Finland and Germany. In: Social science research, Jg. 122. DOI:10.1016/j.ssresearch.2024.103029

Abstract

"Men and women's diverging fields of study choices contribute to the gender wage gap among highly educated workers in several countries, yet systematic cross-national comparisons are rare. Using data from the German Socio-Economic Panel Study, the German Microcensus, and Statistics Finland this study explores whether fields of study shape the gender wage gap differently in Germany than in Finland; two countries that display strong linkages between education and employment, but differ in the generosity of family policies. The results show that fields of study are an important source of gender wage disparities in both countries. In Germany, associations between characteristics of fields and wages do not seem to differ between the genders. In Finland, the findings suggest that women profit more than men from fields with strong linkages to occupations. Our findings highlight that research analyzing the association between fields of study and gender inequality needs to consider institutional features and gender-specific patterns." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))

Zitatform

Kroczek, Martin & Philipp Kugler (2024): Heterogeneous effects of monetary and non-monetary job characteristics on job attractiveness in nursing. In: Labour Economics, Jg. 91. DOI:10.1016/j.labeco.2024.102632

Abstract

"We apply a novel methodological approach described by Chernozhukov et al. (2018), to analyze preference heterogeneity regarding non-monetary job characteristics and trade-offs between wage and non-monetary job characteristics. Using this approach, we can describe preference heterogeneity more concise than with subgroup analysis. Analyzing data from a self-conducted factorial survey experiment on nurses, we find significant effect heterogeneity regarding non-monetary job characteristics and their trade-off with wages. We also find positive interaction effects between wage and other job characteristics. We further analyze which factors are associated with effect heterogeneity. Working hours and gender appear to be the main drivers of these effects. We also find differences regarding the sources of a nurse’s motivation to initially choose the nursing occupation. Differentiation of job characteristics (job offers) to fit different preferences can therefore be a more effective and efficient way to attract workers than a “one size fits all” solution." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))

Zitatform

Ost, Ben, Weixiang Pan & Douglas A. Webber (2024): Institution, Major, and Firm-Specific Premia: Evidence from Administrative Data. (Finance and economics discussion series / Board of Governors of the Federal Reserve System 2024-018), Washington, DC, o. Sz. DOI:10.17016/FEDS.2024.018

Abstract

"We examine how a student’s field of Degree and institution attended contribute to the labor market outcomes of young graduates. Administrative panel data that combines student transcripts with matched employer-employee records allow us to provide the first decomposition of premia into individual and firm-specific components. We find that both major and institutional premia are more strongly related to the firm-specific component of wages than the individual-specific component of wages. On average, a student’s major is a more important predictor of future wages than the selectivity of the institution attended, but major premia (and their relative ranking) can differ substantially across institutions, suggesting the importance of program-level data for prospective students and their parents." (Author's abstract, IAB-Doku) ((en))

Zitatform

Peter, Frauke, Pia Schober & C. Katharina Spieß (2024): Information intervention on long-term earnings prospects and the gender gap in major choice. In: European Sociological Review, Jg. 40, H. 2, S. 258-275. DOI:10.1093/esr/jcad055

Abstract

"This study investigates whether an intervention that provided high school seniors with information on costs and economic returns to tertiary education and on the long-term earnings prospects of college graduates from different study fields enhances the probability that male and female students opt for financially more rewarding study fields and for business-related or STEM fields with a lower share of women. It extends our understanding on the potentials of information interventions for reducing gender segregation in tertiary education. We draw on a field experiment in one German federal state, Berlin, which included a randomized information intervention, and analyze longitudinal data from 1,036 students in schools with a high share of less privileged students. Our results show that a short and low-cost information intervention on costs and returns to college education, including returns in different fields of study, can substantially reduce women's enrolment in care/social subjects, increase their enrolment in other, non-technical fields while also increasing men's enrolment in technical fields with above-average earnings. The overall effects appear limited in challenging the gender-typicality of enrolment choices, as students tend to choose more profitable majors while avoiding gender-atypical fields." (Author's abstract, IAB-Doku) ((en))

Zitatform

Putz, Sabine & René Sturm (Hrsg.) (2024): Berufsorientierung, Berufsberatung und Berufswahl. Eine Projektschau der Abt. Arbeitsmarktforschung und Berufsinformation des AMS Österreich der Jahre 2015 bis 2023. (AMS-Report / Arbeitsmarktservice Österreich 178), Wien, 268 S.

Abstract

"Das AMS Österreich mit seiner Abt. Arbeitsmarktforschung und Berufsinformation (ABI) ist hierzulande mit eine der wichtigsten Institutionen, die sich der flächendeckenden Versorgung der breiten Bevölkerung wie auch der verschiedenen Fachöffentlichkeiten (Lehrkräfte im schulischen Bereich, Bildungs- und BerufsberaterInnen einschließlich der MitarbeiterInnen in den BerufsInfoZentren des AMS, JugendberaterInnen, BildungsmanagerInnen, TrainerInnen in arbeitsmarktpolitischen Maßnahmen wie auch im Gesamtfeld der Erwachsenenbildung, JournalistInnen u.v.m.) mit Berufs- und Arbeitsmarktinformationen widmet und darüber hinaus verschiedene weitere relevante Serviceangebote zur Bildungs- und Berufsorientierung bereitstellt. Der vorliegende AMS report 178 bietet anhand ausgewählter Forschungsprojekte bzw. praxisorientierter Publikationen einen mehrjährigen und repräsentativen Querschnitt dieser Aktivitäten des AMS Österreich." (Autorenreferat, IAB-Doku)

Zitatform

Schulz, Jenny (2024): Einflussfaktoren auf die Berufswahl von Gesundheitsberufen in der Pflege und im Rettungsdienst - eine retrospektive, empirische kasuistische Untersuchung. In: R. Conrads, B.-J. Ertelt & A. Frey (Hrsg.) (2024): Berufswahl, Arbeitsgestaltung und Berufsverbleib in Gesundheits- und Pflegeberufen, S. 45-154.

Abstract

"Die Ausbildung von pflegerischen und notfallmedizinischen Fachkräften stellt einen Hebel zur Bewältigung des Fachkräfteengpasses in den Heilberufen dar. Dennoch sind nur wenige Studienergebnisse publiziert, die die Einflussfaktoren auf die Berufswahl einer dreijährigen Ausbildung in der Pflege und im Rettungsdienst im deutschen Ausbildungssystem untersuchen. Diese Arbeit untersucht die Einflussfaktoren auf die Berufswahl in der Pflege und im Rettungsdienst ein einem qualitativen Ansatz anhand von zwölf halbstandardisierten Leitfadeninterviews. Das zentrale Ergebnis dieser Arbeit besteht darin, dass Interessen, Motivation und praktische Vorerfahrungen bedeutende Einflussfaktoren auf die Berufswahl in der Pflege und im Rettungsdienst darstellen. Des Weiteren konnte herausgefunden werden, dass Heuristiken den beruflichen Problemlösungs- und Entscheidungsprozess bei der Wahl einer Ausbildung in der Pflege und im Rettungsdienst beeinflussen. Nach dem Ausbildungsbeginn wirken positive und negative Emotionen als Einflussfaktor auf die Berufswahl. Das persönliche Beratungsgespräch bei der Berufsberatung stellt einen eher untergeordneten Einflussfaktor dar. Die Ergebnisse werden anhand von berufswahlbezogenen Objekttheorien und anhand der informationsstrukturellen Methodik interpretiert. Die Arbeit leitet Empfehlungen für das Ausbildungsmarketing der Berufsberatung vor dem Erwerbsleben und von ausbildenden Arbeitgebenden an, mit denen Interessen*innen für eine Ausbildung in der Pflege und im Rettungsdienst gewonnen werden können. Zudem bietet sie Anknüpfungspunkte für weitergehende Untersuchungen." (Autorenreferat, IAB-Doku)

Zitatform

Stefani, Antje (2024): Parental and peer influence on STEM career persistence: From higher education to first job. In: Advances in life course research, Jg. 62. DOI:10.1016/j.alcr.2024.100642

Abstract

"This article investigates social influences that drive gender-specific differences in the degree of persistence individuals exhibit in regard to pursuing science, mathematics, engineering and technology (STEM), both as a field of study and as an occupation. It covers individuals’ careers from entry into higher education to entry into the labor market. Following a life course perspective, I ask the following questions: (1) How stable are preferences regarding STEM subjects and occupations throughout young adulthood? (2) Are significant social ties, such as relations with friends and family members, factors that affect individuals’ persistence in pursuing a STEM career throughout higher education and at entry into the labor market? Based on longitudinal data from the student cohort of the German National Educational Panel Study (NEPS), Starting Cohort 5 (SC5), I find that mothers who have a STEM occupation encourage their daughters to choose a STEM career when the latter enter higher education, but they do not encourage them to graduate in a STEM field or to choose a STEM occupation when they enter the labor market. Conversely, social factors contribute stronger to the persistence of men: fathers who have a STEM occupation promote sons choosing to pursue a STEM field, and to persist in such a field. Also, I find that support from friends and parents is especially important for men’s persistence in pursuing STEM subjects during higher education." (Author's abstract, IAB-Doku, © 2024 The Author(s). Published by Elsevier Ltd.) ((en))

Zitatform

Stich, Gisa (2024): Berufswahl und Geschlecht. Empirische Befunde zur pädagogischen Bearbeitung von geschlechterbezogenen Berufswahlentscheidungen. Wiesbaden: Springer VS, 333 S.

Abstract

"Der Arbeits- bzw. Ausbildungsmarkt in Deutschland ist im Jahr 2023 noch immer in geschlechterbezogene Branchen und Tätigkeitsbereiche aufgeteilt, die sich über unterschiedliches Prestige, Verdienst-, Aufstiegs- und Weiterbildungsmöglichkeiten auszeichnen. Darüber werden auch heute noch Lebensentwürfe maßgeblich beeinflusst und Lebenschancen ungleich zugeteilt. Da Jugendliche auf den Übertritt von der Schule in eine Ausbildung oder Arbeit vorbereitet werden und eine bewusste Berufswahlentscheidung treffen können sollen, die sowohl auf Wissen über ihre Fähigkeiten und Interessen als auch auf Kenntnissen zu Anforderungen bestimmter Berufsbilder oder die Arbeitsmarktlage beruht, sind mittlerweile Angebote der Berufsorientierung für alle weiterführenden Schularten festgeschrieben. In diesem Buch wird der Umgang des pädagogischen Personals im Arbeitsfeld der Berufsorientierung mit geschlechterbezogenen Berufswahlentscheidungen untersucht." (Autorenreferat, IAB-Doku, © Springer)

Zitatform

Tereshchenko, Elizaveta, Sherah Kurnia, Audrey Mbogho & Ari Happonen (2024): Why do Women Refrain from IT/ICT studies at Higher Education Institutions? A Literature Review. In: International Journal of Gender, Science and Technology, Jg. 16, H. 2, S. 101-123.

Abstract

"Solving global and local challenges efficiently requires as many diverse, educated, and knowledge-based viewpoints as possible. Regarding diversity in science, technology, engineering, and math (STEM), especially in the Information and Communications Technology (ICT) sector, men have dominated the field for decades. Even nowadays, when the study contents have highly diversified, a more significant share of men join STEM studies paths than women. Based on a literature review, we explore and analyse reasons explaining why women choose or do not choose ICT studies at higher education institutions and what challenges they face in this path. The study collected current research-based views and extended the existing views on improving gender diversity in ICT studies. When choosing a future specialization, the society in which the child grew up, the family in which they were brought up, and the traditions they invested in are much more important than their gender. We have analysed the challenges and difficulties faced by women during the STEM pipeline based on the modern academic literature. Our recommendations can be considered and implemented in university and school organizing strategies and implementation models to achieve better gender balance. Researchers, universities, and organizations involved in ICT and STEM can apply our findings to future-proof their efforts to develop more efficient all-gender supportive operational models." (Author's abstract, IAB-Doku) ((en))

Zitatform

Wolter, Stefan C. & Thea Zöllner (2024): Are Parents an Obstacle to Gender-Atypical Occupational Choices? (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 16955), Bonn, 18 S.

Abstract

"Despite numerous measures intended to enhance gender equality, gender-specific study and career choices remain a persistent concern for policymakers and academics globally. We contribute to the literature on gendered career choices by focusing on explicitly stated parental preferences for their children's occupations, using a large-scale randomized survey experiment with adults (N=5940) in Switzerland. The focus on parents (and hypothetical parents) is motivated by the observation that adolescents consistently mention their parents as the single most important factor influencing their career choices. The surveyed adults are presented with a realistic choice situation, in which their hypothetical daughter or son has been proposed two different training occupations. The pair of occupations presented to the adults is drawn from a random sample of 105 pairs of occupations, and the respondents are not informed about the gender distribution of the two occupations. Results show that adults are gender-neutral when advising a daughter but have a pronounced preference for male-dominated occupations when advising sons. Preferences are almost identical for parents and non-parents and across age cohorts of adults." (Author's abstract, IAB-Doku) ((en))

Abstract

"This report explores how school-level career guidance systems can more effectively respond to social inequalities. It draws on new analysis of PISA and PIAAC data and builds on the OECD Career Readiness Indicators to review the impact of inequalities related primarily to socio-economic background, gender and migrant status/ethnicity on the character of education-to-work transitions. The data analysis identifies additional barriers facing certain demographic groups in converting human capital into successful employment. It also finds that teenage access to career development is strongly patterned by the demographic characteristics of students. Consequently, the report highlights a range of career guidance interventions that can be expected to mitigate the negative impact of inequalities on student outcomes, enabling fairer access to economic opportunities. The report concludes by reviewing how the innovative new Career Education Framework in New Brunswick (Canada) systematically addresses inequalities within K-12 provision." (Author's abstract, IAB-Doku) ((en))

Zitatform

Altmejd, Adam (2023): Inheritance of fields of study. (Working papers / Institute for Evaluation of Labour Market and Education Policy 2023,11), Uppsala, 60 S.

Abstract

"University graduates are more than three times as likely to hold a degree in the field that their parent graduated from. To estimate how much of this association is caused by the educational choices of parents, I exploit admission thresholds to university programs in a regression discontinuity design. I study individuals who applied to Swedish universities between 1977 and 1992 and evaluate how their enrollment in different fields of study increases the probability that their children later study the same topic. I find strong causal influence. At the aggregate level, children become 50% more likely to graduate from a field if their parent has previously enrolled in it. The effect is positive for most fields, but varies substantially in size. Technology, engineering, medicine, business exhibit the largest, significant, effects. For these fields, parental enrollment increases child graduation probability with between 2.0 and 12.8 percentage points. I show that the parent’s labor market experience plays an important role in explaining the results, but parental field enrollment does not increase subject-specific skills, nor is it associated with higher returns to earnings. I find little evidence for comparative advantage being the key driver of field inheritance. Rather, parents seem to function as role models, making their own field choice salient. This is indicated by the fact that children become less likely to follow parents with weak labor market prospects, and that children are more likely to follow the parent with the same gender." (Author's abstract, IAB-Doku) ((en))