Who Benefits from Guidance Counseling? Insights into Native and Immigrant Students of Low Social Origin

Bibliographic Data

ID10249975
AuthorsIrena Pietrzyk (0000-0002-3444-1539, University of Cologne, corresponding author), Marita Jacob (0000-0002-2674-568X, University of Cologne), Melinda Erdmann (0000-0001-9999-5770, WZB Berlin Social Science Center)
Year2023
Volume75
Issue4
Pages395-417
Publication date2023-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueKZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie (JOURNAL)
Journal identifiersISSN: 0023-2653 • E-ISSN: 1861-891X
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11577-023-00921-3
OpenAlexW4389680090
LanguageEN
Citations received3
References cited45

Research on educational inequalities has increasingly focused on interventions to increase enrollment in higher education for students of low social origin. However, students of low social origin may not be homogeneous in their need for advice, as natives of low social origin 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 counseling in particular does indeed increase the likelihood of enrollment for native students. We then use the results of our empirical analyses to illustrate how an upscaling across schools would affect migration-specific enrollment rates of students of low social origin 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

Demographic economics · Economics · Educational inequality · Geography · German · Homogeneous · Humanities · Immigration · Inequality · Political science · Psychological intervention · Sociology · Mathematics · Migration and Labor Dynamics · Psychology · Racial and Ethnic Identity Research · School Choice and Performance

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