Gender Differences in Fields of Study: The Role of Comparative Advantage for Trajectory Choices in Upper Secondary Education

Educational Trajectories ◽

Fields Of Study ◽

Typical Trajectory ◽

Path Analyses ◽

Absolute ability/achievement does not explain gender differences in educational trajectories, but the role of comparative advantage (i.e., being better in one subject compared to another) has received much less attention. To study this, longitudinal data collected among 1,352 individuals (age 15-16) in upper secondary education in the Netherlands are used. Multinomial path analyses showed that compared to girls, boys are on average 15% more likely to enter the most male-typical trajectory and 16% less likely to enter the most female-typical trajectory. Although having a comparative advantage affects trajectory choices, it does not explain gender differences in trajectory choices in secondary education.

The role of a supportive interpersonal environment and education-related goal motivation during the transition beyond upper secondary education

Contemporary Educational Psychology ◽

10.1016/j.cedpsych.2018.09.001 ◽

2018 ◽

Vol 55 ◽

pp. 110-119 ◽

Cited By ~ 4

Author(s):

Kati Vasalampi ◽

Noona Kiuru ◽

Katariina Salmela-Aro

Keyword(s):

Secondary Education ◽

Upper Secondary ◽

Goal Motivation ◽

Interpersonal Environment

Aiming High and Missing the Mark? Educational Choice, Dropout Risk, and Achievement in Upper Secondary Education among Children of Immigrants in Denmark

European Sociological Review ◽

10.1093/esr/jcz064 ◽

2019 ◽

Vol 36 (3) ◽

pp. 395-412

Author(s):

Jesper Fels Birkelund

Keyword(s):

Academic Performance ◽

Secondary Education ◽

Children Of Immigrants ◽

Dropout Rates ◽

Educational Choice ◽

Educational Trajectories ◽

Upper Secondary ◽

Low Levels ◽

The Cost

Abstract Although children of immigrant origin in many European countries are observed to choose higher levels of education than native-origin peers at similar levels of academic performance, little is known about the outcomes of these high-aspiring choices. Using administrative register data covering all children born in 1994–1995 in Denmark, I examine whether the high-aspiring educational choices of children of immigrants convert into educational success or, conversely, into low grades and increased dropout rates. I find that, compared with children of Danish origin, children of immigrants are not only more likely to enrol in academic upper secondary education but also make more ambitious track and subject choices at this educational level. These ethnic choice effects are particularly pronounced at low levels of academic performance. Applying a counterfactual re-weighting approach, I show that, although ethnic choice effects reduce the ethnic gap in overall attainment of academic upper secondary education, they also widen ethnic gaps in dropout rates and achievement. My findings indicate that high aspirations among ethnic minorities operate as a double-edged sword as they help close the educational gap between them and their native-origin peers but at the cost of inducing academically weaker students to embark on less feasible educational trajectories.

The Role of Migration and Single Motherhood in Upper Secondary Education in Mexico

Journal of Marriage and Family ◽

10.1111/j.1741-3737.2009.00671.x ◽

2009 ◽

Vol 71 (5) ◽

pp. 1325-1339 ◽

Cited By ~ 35

Author(s):

Mathew J. Creighton ◽

Hyunjoon Park ◽

Graciela M. Teruel

Keyword(s):

Secondary Education ◽

Single Motherhood ◽

Upper Secondary ◽

Education In Mexico

The Role of the Significant others in the Transition of Czech Pupils between the Lower and Upper Secondary Education

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2012.09.508 ◽

2012 ◽

Vol 55 ◽

pp. 308-316

Author(s):

Petr Hlaďo

Keyword(s):

Secondary Education ◽

Significant Others ◽

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

Journal of Learning Disabilities ◽

10.1177/0022219419865485 ◽

2019 ◽

Vol 52 (6) ◽

pp. 456-467 ◽

Cited By ~ 1

Author(s):

Leena Holopainen ◽

Airi Hakkarainen

Keyword(s):

Special Education ◽

Secondary Education ◽

School Achievement ◽

Compulsory Education ◽

Male Students ◽

Upper Secondary ◽

Part Time ◽

And Mathematics

This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.

A Five-Year Follow-Up on the Role of Educational Support in Preventing Dropout From Upper Secondary Education in Finland

Journal of Learning Disabilities ◽

10.1177/0022219413507603 ◽

2013 ◽

Vol 48 (4) ◽

pp. 408-421 ◽

Cited By ~ 18

Author(s):

Airi M. Hakkarainen ◽

Leena K. Holopainen ◽

Hannu K. Savolainen

Keyword(s):

Secondary Education ◽

Educational Support ◽

Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization

Social Psychology of Education ◽

10.1007/s11218-021-09614-1 ◽

2021 ◽

Author(s):

Hildegunn Fandrem ◽

Maren Stabel Tvedt ◽

Tuomo Virtanen ◽

Edvin Bru

Keyword(s):

Secondary Education ◽

Peer Victimization ◽

First Generation ◽

First Year ◽

School Students ◽

First Generation Immigrants ◽

Upper Secondary ◽

Intentions To Quit

AbstractDropout from upper secondary education is a persistent educational problem, particularly among first-generation immigrant youth. This study examined factors associated with intentions to dropout to gain further insight into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants) self-reported intentions to quit school, loneliness, and peer victimization in school showed that first-generation immigrants experienced higher levels of loneliness than native Norwegians. In contrast, there were no differences in the levels of peer victimization and intentions to quit between native Norwegians and first-generation immigrants. However, loneliness showed a significantly stronger association with intentions to quit among first-generation immigrants. The results underscore the importance of tackling first-generation immigrants’ loneliness in school to reduce their intentions to quit upper secondary education and thus potentially improve conditions for school completion.

Towards Flipped Learning in Upper Secondary Mathematics Education

Journal of Mathematics Education ◽

10.31327/jme.v5i1.1114 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-15

Author(s):

Robert Weinhandl ◽

Zsolt Lavicza ◽

Stefanie Schallert

Keyword(s):

Secondary Education ◽

Mathematics Education ◽

Mathematics Learning ◽

Flipped Learning ◽

Educational Innovations ◽

Design Based Research ◽

Secondary Mathematics Education ◽

Mathematics Classrooms ◽

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.