Aspiring High in the Swiss VET-Dominated Education System: Second Generation Young Adults and Their Immigrant Parents

Autor/inn/en	Kamm, Chantal; Gomensoro, Andrés; Heers, Marieke; Hupka-Brunner, Sandra
Titel	Aspiring High in the Swiss VET-Dominated Education System: Second Generation Young Adults and Their Immigrant Parents
Quelle	In: Journal of Vocational Education and Training, 75 (2023) 1, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamm, Chantal) ORCID (Gomensoro, Andrés) ORCID (Heers, Marieke) ORCID (Hupka-Brunner, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2022.2139746
Schlagwörter	Immigrants; Academic Aspiration; Socioeconomic Status; Correlation; Track System (Education); Foreign Countries; Vocational Education; Attitude Change; Educational Attitudes; Decision Making; Higher Education; Secondary Education; Switzerland + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Socio-economic status; Sozioökonomischer Status; Korrelation; Leistungsgruppe; Leistungsdifferenzierung; Ausland; Ausbildung; Berufsbildung; Attitudinal change; Einstellungsänderung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sekundarbereich; Schweiz
Abstract	Often second generation young adults and their immigrant parents aspire high and towards general education despite a modest socioeconomic background. Little is known about the interrelation between educational aspirations and institutionally co-structured educational pathways. These interrelations are particularly important in an early tracking and a highly segregated education system like Switzerland, where -- in contrast to many other countries -- vocational education and training is highly valued and frequently attended. We evaluate how educational aspirations amongst young adults of the second generation and Swiss natives change as young people move through the education system -- and thus through different educational contexts. We analyse how these changes interfere with group-specific reference systems, educational pathways and structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01