Unequal civic development? Vocational tracking and civic outcomes in Germany.

Autor/inn/en	Savage, Corey; Becker, Michael; Baumert, Jürgen
Titel	Unequal civic development? Vocational tracking and civic outcomes in Germany.
Quelle	In: AERA open, 7 (2021) 1, S. 1-12 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/23328584211045397
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Quasi-Experiment; Selbstkonzept; Bildungsgang; Berlin; Deutschland; Längsschnittuntersuchung; Nordrhein-Westfalen; Partizipation; Politik; Sachsen-Anhalt; Wahl; Berufsbildung; Bildungsgang; Differenzierung; Interesse; Ungleichheit; Wirkung; Mecklenburg-Vorpommern; Schulsystem; Sekundarstufe II; Übergang; Interesse; Differenzierung; Ungleichheit; Partizipation; Politik; Wahl; Zivilgesellschaft; Berufsbildung; Zivilgesellschaft; Wirkung; Jugendlicher; Junger Erwachsener; Berlin; Deutschland; Mecklenburg-Vorpommern; Nordrhein-Westfalen; Sachsen-Anhalt
Abstract	Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany (N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1