Katarina Weßling
Biographic Data
| ID | 253222 |
|---|---|
| NAME | Katarina Weßling |
| GIVEN NAMES | Katarina |
| FAMILY NAME | Weßling |
| SIGNATURE | WEßLING K |
| AFFILIATIONS | Federal Institute for Vocational Education and Training |
| ORCID | 0000-0003-2800-4073 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Types of Tracking and Upward Mobility: Causal Effects on (Social Inequality in) Educational Attainment in The Netherlands
In contrast with other early‐tracking education systems, schools in the Dutch system can provide several combinations of school tracks during the first years of secondary school. We study how the attended type of track(s) affects students' chances of obtaining a pre‐academic school certificate. Our target group is students just below the margin of entering the pre‐academic track. We differentiate between strict tracking and two forms of mixed tra…
Successful School‐to‐Training Transitions—Can Individual Goal‐Striving Resources Compensate for Structural Obstacles in the Local Context
Introduction While it is well‐established that structural obstacles such as low local employment opportunities negatively affect adolescents’ school‐to‐work transitions, the impact of individual agency in relation to these obstacles is understudied. Hence, we focus on the key research question of how adolescents’ goal‐striving resources—tenacious goal pursuit (TGP) and flexible goal adjustment (FGA)—affect successful transitions from secondary sc…
Discouraged and hedged – why students enter VET after obtaining university eligibility
Approximately 25% of vocational education and training (VET) applicants in Germany hold a university entrance diploma (Abitur). These students enter VET even though they could enter higher education (HE); the latter typically yields higher incomes and better career prospects. We extend research on the question of why students choose this seemingly less optimal career path by exploring the interplay between local labour-market conditions and socia…
Does the Region Make a Difference? Social Inequality in Transitions to Adulthood across Cohorts in West Germany
Since the availability of study opportunities is unequal across regions, entering the phase of post-secondary education is often accompanied by leaving (the parental) home. In these life-course transitions, social background plays a crucial role in the form of resources, e.g., to afford living independently while studying. We use a unique set of geospatial data by aggregating information on the municipality level flexibly within travel-time radii…
School-to-Work Transitions under Unequal Conditions: A Regionalised Perspective on the ‘Discouraged Worker’ Hypothesis
Against the background of considerable regional disparities, we test the “discouraged worker” hypothesis, which postulates that poor regional socioeconomic conditions foster students’ aspirations for more education, ultimately leading to an extension of their educational careers. Our two dependent variables are (i) whether students aspire to prolong their general school careers or enter vocational training and (ii) whether they in fact prolong th…
Interplay between family background and labour-market conditions in shaping students’ occupational status expectations
This study examines the relevance of labour-market conditions for individual occupational status expectations. We are particularly interested in students’ status expectations in the final stages of their school careers. Occupational expectations are an important basis for adolescents’ biographical decisions and corresponding transitions to vocational training and employment. By anticipating their likely labour-market situation, adolescents adjust…
The mediating and moderating role of neighbourhoods and regions on second‐generation immigrant youths' school‐to‐work transitions in the Netherlands
Contexts in which people live such as neighbourhoods, cities or regions influence individuals. However, research analysing effects of different contexts simultaneously is limited. Our paper's focus is to examine the interrelation between regional and neighbourhood conditions and their influence on school‐to‐work transitions. We investigate the process of transitioning from vocational training to employment, with a specific focus on adolescents fr…
A Decomposition of Local Labour-Market Conditions and Their Relevance for Inequalities in Transitions to Vocational Training
We investigate to what extent individual transitions to vocational training in Germany have been affected by local labour-market conditions. A statistical decomposition approach is developed and applied, allowing for a systematic differentiation between long-term change, short-term fluctuations, and structural regional differences in labour-market conditions. To study individual-level consequences for transitions to vocational training, regionali…
Soziale Ungleichheit beim Zugang zu berufsqualifizierender Ausbildung
Der Zugang zu beruflicher Bildung und daran anschließend der Erwerb einer Berufsqualifikation sind zentrale Determinanten individueller Lebenschancen. Es ist bekannt, dass – ähnlich wie Übergänge im allgemeinbildenden Schulsystem – auch berufliche Ausbildungschancen gruppenspezifisch stark variieren. Mit Blick auf diesen Übergang im fortgeschrittenen Bildungsverlauf ist aber weitgehend ungeklärt, (1) inwiefern soziale Herkunftsdeterminanten direk…
A Decomposition of Local Labour-Market Conditions and Their Relevance for Inequalities in Transitions to Vocational Training
We investigate to what extent individual transitions to vocational training in Germany have been affected by local labour-market conditions. A statistical decomposition approach is developed and applied, allowing for a systematic differentiation between long-term change, short-term fluctuations, and structural regional differences in labour-market conditions. To study individual-level consequences for transitions to vocational training, regionali…
Soziale Ungleichheit beim Zugang zu berufsqualifizierender Ausbildung
Der Zugang zu beruflicher Bildung und daran anschließend der Erwerb einer Berufsqualifikation sind zentrale Determinanten individueller Lebenschancen. Es ist bekannt, dass – ähnlich wie Übergänge im allgemeinbildenden Schulsystem – auch berufliche Ausbildungschancen gruppenspezifisch stark variieren. Mit Blick auf diesen Übergang im fortgeschrittenen Bildungsverlauf ist aber weitgehend ungeklärt, (1) inwiefern soziale Herkunftsdeterminanten direk…
School-to-Work Transitions under Unequal Conditions: A Regionalised Perspective on the ‘Discouraged Worker’ Hypothesis
Against the background of considerable regional disparities, we test the “discouraged worker” hypothesis, which postulates that poor regional socioeconomic conditions foster students’ aspirations for more education, ultimately leading to an extension of their educational careers. Our two dependent variables are (i) whether students aspire to prolong their general school careers or enter vocational training and (ii) whether they in fact prolong th…
Discouraged and hedged – why students enter VET after obtaining university eligibility
Approximately 25% of vocational education and training (VET) applicants in Germany hold a university entrance diploma (Abitur). These students enter VET even though they could enter higher education (HE); the latter typically yields higher incomes and better career prospects. We extend research on the question of why students choose this seemingly less optimal career path by exploring the interplay between local labour-market conditions and socia…
Soziale Ungleichheit beim Zugang zu berufsqualifizierender Ausbildung
Der Zugang zu beruflicher Bildung und daran anschließend der Erwerb einer Berufsqualifikation sind zentrale Determinanten individueller Lebenschancen. Es ist bekannt, dass – ähnlich wie Übergänge im allgemeinbildenden Schulsystem – auch berufliche Ausbildungschancen gruppenspezifisch stark variieren. Mit Blick auf diesen Übergang im fortgeschrittenen Bildungsverlauf ist aber weitgehend ungeklärt, (1) inwiefern soziale Herkunftsdeterminanten direk…
A Decomposition of Local Labour-Market Conditions and Their Relevance for Inequalities in Transitions to Vocational Training
We investigate to what extent individual transitions to vocational training in Germany have been affected by local labour-market conditions. A statistical decomposition approach is developed and applied, allowing for a systematic differentiation between long-term change, short-term fluctuations, and structural regional differences in labour-market conditions. To study individual-level consequences for transitions to vocational training, regionali…
The mediating and moderating role of neighbourhoods and regions on second‐generation immigrant youths' school‐to‐work transitions in the Netherlands
Contexts in which people live such as neighbourhoods, cities or regions influence individuals. However, research analysing effects of different contexts simultaneously is limited. Our paper's focus is to examine the interrelation between regional and neighbourhood conditions and their influence on school‐to‐work transitions. We investigate the process of transitioning from vocational training to employment, with a specific focus on adolescents fr…
Interplay between family background and labour-market conditions in shaping students’ occupational status expectations
This study examines the relevance of labour-market conditions for individual occupational status expectations. We are particularly interested in students’ status expectations in the final stages of their school careers. Occupational expectations are an important basis for adolescents’ biographical decisions and corresponding transitions to vocational training and employment. By anticipating their likely labour-market situation, adolescents adjust…
Does the Region Make a Difference? Social Inequality in Transitions to Adulthood across Cohorts in West Germany
Since the availability of study opportunities is unequal across regions, entering the phase of post-secondary education is often accompanied by leaving (the parental) home. In these life-course transitions, social background plays a crucial role in the form of resources, e.g., to afford living independently while studying. We use a unique set of geospatial data by aggregating information on the municipality level flexibly within travel-time radii…
School-to-Work Transitions under Unequal Conditions: A Regionalised Perspective on the ‘Discouraged Worker’ Hypothesis
Against the background of considerable regional disparities, we test the “discouraged worker” hypothesis, which postulates that poor regional socioeconomic conditions foster students’ aspirations for more education, ultimately leading to an extension of their educational careers. Our two dependent variables are (i) whether students aspire to prolong their general school careers or enter vocational training and (ii) whether they in fact prolong th…
Discouraged and hedged – why students enter VET after obtaining university eligibility
Approximately 25% of vocational education and training (VET) applicants in Germany hold a university entrance diploma (Abitur). These students enter VET even though they could enter higher education (HE); the latter typically yields higher incomes and better career prospects. We extend research on the question of why students choose this seemingly less optimal career path by exploring the interplay between local labour-market conditions and socia…
Successful School‐to‐Training Transitions—Can Individual Goal‐Striving Resources Compensate for Structural Obstacles in the Local Context
Introduction While it is well‐established that structural obstacles such as low local employment opportunities negatively affect adolescents’ school‐to‐work transitions, the impact of individual agency in relation to these obstacles is understudied. Hence, we focus on the key research question of how adolescents’ goal‐striving resources—tenacious goal pursuit (TGP) and flexible goal adjustment (FGA)—affect successful transitions from secondary sc…
Types of Tracking and Upward Mobility: Causal Effects on (Social Inequality in) Educational Attainment in The Netherlands
In contrast with other early‐tracking education systems, schools in the Dutch system can provide several combinations of school tracks during the first years of secondary school. We study how the attended type of track(s) affects students' chances of obtaining a pre‐academic school certificate. Our target group is students just below the margin of entering the pre‐academic track. We differentiate between strict tracking and two forms of mixed tra…
Psychology (6 works) · Vocational education (6 works) · Economics (5 works) · Sociology (5 works) · Demographic economics (4 works) · Demography (4 works) · Economic growth (4 works) · Intergenerational and Educational Inequality Studies (4 works) · Labor market dynamics and wage inequality (4 works) · Social Policy and Reform Studies (4 works)