Finding compromises and its consequences - path dependencies between occupational choice, educational decisions, and training pathways
Final Report Abstract
The study examined the compromises involved in young peoples career choices as they transition from school to vocational training, exploring social differences and the impact of compromises on training stability. The analyses drew on data from a panel survey of 9th grade students in the National Educational Panel (NEPS-SC4), which was linked to aggregated occupational information from official statistics. The findings, which are based on multidimensional occupational indicators, indicate that a considerable number of apprentices make compromises, selecting a profession that does not align with their occupational aspirations originating from school. Most compromises arise among occupations with sirnilar status and security attributes. Some youths even improve their position in their chosen training occupation, while only a few make downward cornpromises. Remarkably, social background does not predict the probability of different compromise formation patterns. Nonetheless, parents do have a formative function in the formation of òompromises through the existence and intensity of their aspirations for their children. Specifically, adolescents whose parents lack a distinct vision are disadvantaged in the transition to vocational training. Furthermore, during the application process applications and training occupations are found to be increasingly gender-typical compared to aspirations. The results suggest that social expectations in the interaction with relevant actors (e.g. training companies, parents, peers) become significant in this process. Additionally, compromise formation influences the stability of training. Premature cessation of training is more probable when the training occupation does not match the interest profile and gender type of the desired occupation. The outcomes of this study can inform stakeholders in career guidance and the general public about the process of career choice at the critical transition from school to vocational training. Young peoples career compromises are much more diverse and less dependent on social background than often assumed in public discourse. ln this context, the challenges but also the opportunities for young people can be understood against the backdrop of the numerous options in the German vocational education and training system.
Publications
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Zurück zur Norm? Kompromissbildung zwischen geschlechtstypischen und -untypischen Berufsaspirationen, Bewerbungs- und Ausbildungsberufen. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 72(S1), 229-260.
Kleinert Corinna & Schels Brigitte
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Compromises in occupationai choice and stability of vocational education and training. ln C. Nägele, B. E. Stalder, & M. Weich (Eds.), Pathways in vocational education and training and lifelong learning: Proceedings of the 4th crossing boundarieš conferencé in vocational education and training, Muttenz and Bern online, 8. - 9. April (pp. 24-31)
Ahrens, L., Fischer, M., Kleinert, C. & Schels, B.
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Nicht alle Wünsche werden wahr: - Welche Kompromisse Jugendliche beim Ausbildungsberuf eingehen. IAB-Forum, 3. Februar 2021
Ahrens, L., Kleinert, C., Fischer, M. & Schels, B.
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Not all wishes come true: the occupational compromises youths accept when entering vocational training, IAB-Forum, 15. Oktober 2021
Ahrens L., Kleinert, C., Fischer, M. & Schels, B.
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Compromises between Occupational Aspirations and VET Occupations—a Contribution to the Reproduction of Social Inequalities?. Zeitschrift für Soziologie, 51(2), 154-173.
Schels, Brigitte; Kleinert, Corinna; Fischer-Browne, Melanie & Ahrens, Lea
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Pushing Higher or Lower? Divergent Parental Expectations and Compromises in Occupational Choice. Social Inclusion, 10(2), 240-251.
Fischer-Browne, Melanie
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Patterns, determinants and consequences of compromises in occupationai choice: New insights into trainees in the German VET system from a longitudinal and multidimensional perspective (Dissertation). Friedrich-Alexander-Universität Nürnberg-Erlangen
Fischer-Browne, M.
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Übergänge aus der Schule in Deutschland: Strukturelle Besonderheiten und deren unintendierte Folgen. schulverwaltung Nordrhein-Westfalen, 34(4), 120-124. (2023)
Kleinert, C.
