Teacher support to reduce the disadvantages of students’ nationalities in the school-to-work transition for students from classes with low achievement levels
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
24.03.2026
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Education Sciences
Themenheft
DOI der Originalpublikation
Link
Zugehörige Forschungsdaten
Reihe / Serie
Reihennummer
Jahrgang / Band
16
Ausgabe / Nummer
4
Seiten / Dauer
507
Patentnummer
Verlag / Herausgebende Institution
MDPI
Verlagsort / Veranstaltungsort
Basel
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Students attending tracks in mainstream schools with low achievement levels, special needs classes in mainstream schools, or classes in special needs schools, and/or with migration backgrounds are disadvantaged in the school-to-work transition. Their chances of finding an apprenticeship and the level of their person–job fit are lowered. Migration background was differentiated into four clusters characterized by the dimensions high/low warmth and high/low competence according to the Stereotype Content Model. Teacher support can potentially have remedial effects. Data was collected using student questionnaires and student achievement tests. Stepwise multilevel regression analyses using a sample of 1388 ninth graders in Switzerland showed that for students attending classes with low achievement levels and with migration backgrounds, the chances for a direct transition to VET and to establish a high person–job fit are reduced. Further, teacher support can improve the chances in the labor market for those students whose nationality is stereotyped as warm. Teacher support can also improve the person–job fit for students of nationalities stereotyped as warm and competent. Therefore, teacher support can reduce disadvantages in the school-to-work transition only for students whose nationalities are stereotyped as warm.
Schlagwörter
school-to-work transition, migration backgrounds, special needs education, educational inequality, teacher support
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2227-7102
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Gold
Lizenz
Zitation
Neuenschwander, M., & Meister, S. (2026). Teacher support to reduce the disadvantages of students’ nationalities in the school-to-work transition for students from classes with low achievement levels. Education Sciences, 16(4), 507. https://doi.org/10.3390/educsci16040507