Educational expansion and effects on the transition to higher education. Has the effect of background characteristics declined or just moved to the next stage?

Autor/inn/en	Lörz, Markus; Schindler, Steffen
Titel	Educational expansion and effects on the transition to higher education. Has the effect of background characteristics declined or just moved to the next stage?
Quelle	Aus: Hadjar, Andreas (Hrsg.); Becker, Rolf (Hrsg.): Expected and Unexpected Consequences of the Educational Expansion in Europe and USA. Theoretical approaches and empirical findings in comparative perspective. 1. Aufl. Bern u.a.: Haupt Verlag (2009) S. 97-109Verfügbarkeit
Reihe	Prisma. Beiträge zur Erziehungswissenschaft aus historischer, psychologischer und soziologischer Perspektive. 12
Beigaben	Tabellen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-258-07519-0; 978-3-258-07519-8
Schlagwörter	Sekundäranalyse; Bildungsexpansion; Soziale Ungleichheit; Sozialer Hintergrund; Deutschland; Soziale Ungleichheit; Hochschule; Bildungsexpansion; Hochschulbildung; Tertiärbereich; Sekundäranalyse; Sekundarstufe II; Übergang; Abitur; Hochschulbildung; Tertiärbereich; Hochschule; Deutschland
Abstract	The aim of this analysis is to describe the development of social inequalities, both at the level of upper secondary education and for the transition to tertiary education. Furthermore, the authors want to reveal the methodological problems in measuring such inequalities. While previous studies have been primarily concentrating on the obtaining of tertiary degrees, the authors focus on actual transitions to higher education, given eligibility. This has the advantage that [one is] closer to the components of social inequalities which are related to transition behavior. However, this approach does not reflect the social selection processes that occur within the tertiary system, represented in the number of students dropping out of university. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/3