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School-to-Work Transitions under Unequal Conditions: A Regionalised Perspective on the ‘Discouraged Worker’ Hypothesis

Author

Listed:
  • Katarina Wessling

    (Federal Institute for Vocational Education and Training (BIBB), 53113 Bonn, Germany
    Research Centre for Education and the Labour Market (ROA), Maastricht University, 6200 MD Maastricht, The Netherlands)

  • Andreas Hartung

    (Department of Spatial and Environmental Planning, University of Kaiserslautern-Landau (RPTU), 67663 Kaiserslautern, Germany)

  • Steffen Hillmert

    (Department of Sociology, University of Tuebingen, 72074 Tübingen, Germany)

Abstract

Against the background of considerable regional disparities, we test the “discouraged worker” hypothesis, which postulates that poor regional socioeconomic conditions foster students’ aspirations for more education, ultimately leading to an extension of their educational careers. Our two dependent variables are (i) whether students aspire to prolong their general school careers or enter vocational training and (ii) whether they in fact prolong their school careers. To that end, we link regional-level data to individual-level data from the German National Educational Panel Study (NEPS). To describe regional conditions adequately, we illustrate geographical patterns in socioeconomic conditions relevant for school-to-work transitions (e.g., labour market conditions and availability of vocational training opportunities). We compare two operationalisations of regional areas: (i) administrative districts and (ii) public transport areas. Our results show that students are more likely to aspire to prolong their general school careers in socioeconomically deprived regions. Moreover, the effects are stronger when school-based vocational training opportunities are scarce. The effects on actual transitions vary according to the school track attended and the availability of educational alternatives in the general school system. Finally, the operationalisation of regions varies regarding effect sizes and corresponding levels of statistical significance.

Suggested Citation

  • Katarina Wessling & Andreas Hartung & Steffen Hillmert, 2023. "School-to-Work Transitions under Unequal Conditions: A Regionalised Perspective on the ‘Discouraged Worker’ Hypothesis," Social Sciences, MDPI, vol. 12(10), pages 1-23, September.
    • Handle: RePEc:gam:jscscx:v:12:y:2023:i:10:p:547-:d:1250981
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    References listed on IDEAS

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    1. Alberto Tumino, 2013. "The effect of local labour market conditions on educational choices: a cross country comparison," ImPRovE Working Papers 13/06, Herman Deleeck Centre for Social Policy, University of Antwerp.
    2. Brunello, Giorgio, 2009. "The Effect of Economic Downturns on Apprenticeships and Initial Workplace Training: A Review of the Evidence," IZA Discussion Papers 4326, IZA Network @ LISER.
    3. Maarten van Ham & Clara H. Mulder & Pieter Hooimeijer, 2001. "Local Underemployment and the Discouraged Worker Effect," Urban Studies, Urban Studies Journal Limited, vol. 38(10), pages 1733-1751, September.
    4. Finger, Claudia, 2016. "Institutional constraints and the translation of college aspirations into intentions—Evidence from a factorial survey," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 46, pages 112-128.
    5. Katarina Weßling & Nora Bechler, 2019. "Where do regional influences matter? The impact of socio-spatial indicators on transitions from secondary school to university [Wo hat Region einen Einfluss? Effekte sozialräumlicher Indikatoren auf den Übergang von der Sekundarschule zur Universi," Review of Regional Research: Jahrbuch für Regionalwissenschaft, Springer;Gesellschaft für Regionalforschung (GfR), vol. 39(2), pages 163-188, October.
    6. Gibbons, Stephen & Vignoles, Anna, 2012. "Geography, choice and participation in higher education in England," Regional Science and Urban Economics, Elsevier, vol. 42(1-2), pages 98-113.
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