Competencies and Educational Choices Across Gender and Immigrant Background in Germany
The gender gaps in competencies, school leaving certificates and entry into vocational education known for native students exist also for migrants. Despite these similarities the size of the gaps seems to differ across ethnic groups. Until now almost nothing is known about the underlying mechanisms responsible for these similarities and differences. Hence beyond the description of trends in ethnic and gender inequalities of educational trajectories, the project plans to develop a theoretical model able to explain the differences in educational success both in terms of educational achievements as well as educational and occupational aspirations and choices, and to test it with the first three waves of the NEPS data. To this end various educational stages will be taken into account to determine at what point, to what extent, in which areas and above all why ethnic-specific gender differences emerge and evolve along the educational career and beyond. Without disregarding the importance of institutional conditions and structural constraints, we focus in particular on gender role socialization as one of the most important underlying mechanisms that shape the entire educational career and operate at various educational stages and in different educational areas via primary and secondary effects to create gender-specific patterns of educational inequalities.
Besides the preparation of the Data of the National Educational Panel Study (NEPS) in 2013, the major focal points of the project were the gender specific differences in school performances and competences of ninth graders across ethnic groups in German schools. Analyses as well as theoretical considerations were focused especially on the possible effects of gender role attitudes and gender specific socialization. Results were presented at the first SPP1646 Colloquium in Bamberg and the 4th Interdisciplinary Gender Colloquium in Rostock. Additionally, further data sources were made accessible. In the next stage of the project, the educational aspirations and actual transitions following the first part of secondary education will be analysed.