Räumliche Mobilität beim Übergang ins Studium und im Studienverlauf: Herkunftsspezifische Unterschiede in der Wahl und Nachhaltigkeit des Studienortes.

Autor/in	Lörz, Markus
Titel	Räumliche Mobilität beim Übergang ins Studium und im Studienverlauf: Herkunftsspezifische Unterschiede in der Wahl und Nachhaltigkeit des Studienortes.
Quelle	In: Bildung und Erziehung, 61 (2008) 4, S. 413-436Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456
Schlagwörter	Empirische Untersuchung; Soziale Herkunft; Standort; Mobilität; Studium; Hochschulwechsel; Hochschule; Student; Deutschland
Abstract	In this article [the author] analyses the interrelation between students' social background characteristics and their geographical mobility during the course of studies. [He] argues that students' mobility is the result of a rational decision at entrance to university (i.e. choice of college) but also during the course of studying (i.e. change of college). The decision to stay or leave a place is dependent on different push- and pull-factors at the university and at the hometown, but it is also influenced by social background characteristics. To analyse the effects of social background characteristics on mobility-decisions, [the author] divides the empirical part of this paper into two main sections: In the first section [the author] describes the association between social background characteristics and geographical mobility related to the first college choice. In the second part [he] analyses geographical mobility during the course of studying using logistic discrete-time models. [He] finds that students from less educated famillies are less mobile at the entrance to university, but also during the course of studying. These differences can to some extent be explained by social ties in the hometown, specific access regulations in the universities and geographical mobility related to the initial college choice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/2