Research project The long-term consequences of the educational choices of immigrant youth

This pattern can be observed in both comprehensive, choice driven systems (e.g., Sweden), and in stratified, selective systems (e.g., Germany).

So far, however, we know little about whether these optimistic choices actually lead to more beneficial outcomes in terms of educational degrees or early labour market success, or whether optimistic choices are counterweighted by, for example, higher risks of school drop-out. We also lack knowledge about how failure to achieve in line with one's educational and occupational expectations affects mental health and well-being. 

Together with Dr. Jörg Dollmann, an international expert on ethnic educational inequalities and educational decision making, we will tackle this research question in our team at SOFI, using large scale data from an integration-survey collected in four European countries (CILS4EU) in combination with Swedish register data. We will primarily compare Germany an Sweden, due to the distinctive features of their educational systems: Sweden has a comprehensive, choice-based system with no early tracking or streaming of students, and with a rather academic organisation also of the vocational educational tracks. Germany, in contrast, has a more stratified, selective school systems with early tracking of students. Moreover, Germany has an established vocational and educational tanning system (VET) outside the school system (dual system). 

Our results will speak to theories about choice and rationality, but also to the role of institutions in shaping opportunities and inequalities. Policy-wise, our research will speak to issues of the room for choice and barriers in creating the best opportunites for children of diverse backgrounds.