Origins, belonging, and expectations: assessing resource compensation and reinforcement in academic educational trajectories
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Dateien
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2025
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Social Forces
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
103
Ausgabe / Nummer
3
Seiten / Dauer
905-927
Patentnummer
Verlag / Herausgebende Institution
Oxford University Press
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Research has shown that socioeconomic and psychological resources may influence educational trajectories. There are still unanswered questions, however, about the unique roles of these resources and the interplay between them. We consider two such questions: First, how do major psychological resources-a sense of school belonging and optimistic future expectations-predict educational trajectories when controlling for the effect of socioeconomic resources? And, second, do these psychological resources compensate for lacking socioeconomic resources or do they reinforce the influence of socioeconomic resources on educational trajectories? We used data from a 15-year-long Swiss panel study (N = 1989) and investigated educational trajectories concerning individuals' transitions from lower-secondary to academic upper-secondary education, and from there to university. Findings indicated that both socioeconomic and psychological resources were significantly associated with individuals' probability of transitioning to academic upper-secondary education. We also uncovered some evidence of resource compensation between socioeconomic resources and future expectations, suggesting that optimistic expectations may buffer the adverse effect of scarce socioeconomic resources on educational attainment. Furthermore, we found that both the sense of school belonging and future expectations were significantly associated with individuals' probability of transitioning to university. Overall, we conclude that psychological resources play a critical role in academically oriented educational trajectories and that they may partly compensate for the effects of limited socioeconomic resources on these trajectories.
Schlagwörter
life course, education, inequality stratification, social stratification
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1534-7605
0037-7732
0037-7732
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
Burger, K., & Brack, N. (2025). Origins, belonging, and expectations: assessing resource compensation and reinforcement in academic educational trajectories. Social Forces, 103(3), 905–927. https://doi.org/10.1093/sf/soae113