Who Benefits From Guidance Counseling? Lessons From an Intersectional Perspective Considering Native and Immigrant Students From Low Social Origins

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Abstract:

Research on educational inequalities has increasingly focused on interventions to increase enrollment in higher education for students from low social origins. However, students from low social origins may not be homogenous in their need for advice, as natives from low social origins decide less frequently to enter university than their immigrant counterparts in many European countries. Drawing on data from a randomized controlled trial in German schools, we find that, indeed, counseling increases the likelihood of enrollment more strongly for natives compared to immigrants. We then use the results of our empirical analyses to illustrate how an upscaling across schools would affect migration-specific enrollment rates of students from low social origins at the aggregate level. We discuss the implications of our results for research on migration-related inequalities in enrollment as well as for policy regarding program upscaling.