Does the class composition matter? Social and immigrant class composition in compulsory school and the trajectory to upper-secondary education in Germany and Switzerland
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Publication date
23.04.2025
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01A - Journal article
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International Journal of Comparative Sociology
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Volume
67
Issue / Number
1
Pages / Duration
28-68
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SAGE
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Abstract
Drawing on survey data from Germany and German-speaking Switzerland, we examine whether the class composition at lower-secondary level—in particular, the proportion of low-SES and immigrant students—is associated with students’ trajectories to post-compulsory education, using linear probability models. By focusing on two tracked education systems, our study extends the existing research, which primarily examines comprehensive education systems. Our findings indicate a generally weak relationship between class composition and educational attainment, partly mediated by class-level aspirations and achievement. However, the results underscore that in tracked education systems, individual-level characteristics matter more than class composition. We conclude that it is the institutional setting of tracking, which is linked to track-specific opportunity structures, that shapes educational trajectories and life chances.
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0020-7152
1745-2554
1745-2554
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Closed
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Citation
Glauser, D., Busse, R., & Scharenberg, K. (2025). Does the class composition matter? Social and immigrant class composition in compulsory school and the trajectory to upper-secondary education in Germany and Switzerland. International Journal of Comparative Sociology, 67(1), 28–68. https://doi.org/10.1177/00207152241303401