Early Determinants of Intergenerational Upward and Downward Educational Mobility
Intergenerational educational mobility means that adolescents graduate at a higher level (upward mobility) or lower level (downward mobility) than their parents did. Knowledge about early determinants supports upward and downward mobility at an early stage. Evidence about early determinants of educa...
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| author | Markus P. Neuenschwander Lukas Ramseier Ariana Garrote |
| author_facet | Markus P. Neuenschwander Lukas Ramseier Ariana Garrote |
| author_sort | Markus P. Neuenschwander |
| collection | DOAJ |
| description | Intergenerational educational mobility means that adolescents graduate at a higher level (upward mobility) or lower level (downward mobility) than their parents did. Knowledge about early determinants supports upward and downward mobility at an early stage. Evidence about early determinants of educational mobility allows for the elaboration of educational strategies to minimize the correlation between family socio-economic status (SES) and student upper-secondary education level. In this longitudinal study (<i>N</i> = 2376), we examined the extent to which teacher and parent expectations in 7th grade (mean age: 13.2 years) predict the achievement and effort of adolescents with and without migration backgrounds and the probability of upward and downward mobility at the end of upper-secondary education. The results showed indirect effects of teacher and parent expectations on upward and downward mobility, mediated by student achievement, after controlling for gender and conscientiousness. The effects of parent expectations were stronger than the effects of teacher expectations. Effort predicted downward mobility more than achievement in mathematics and German. No differences were found between adolescents with and without migration backgrounds. In the case of the tracked Swiss education system, parents’ and teacher expectations predicted educational mobility over long periods. |
| format | Article |
| id | doaj-art-c3b0ded64b054701bce4f0cf610e3073 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-c3b0ded64b054701bce4f0cf610e30732025-01-24T13:30:28ZengMDPI AGEducation Sciences2227-71022025-01-011517110.3390/educsci15010071Early Determinants of Intergenerational Upward and Downward Educational MobilityMarkus P. Neuenschwander0Lukas Ramseier1Ariana Garrote2Center for Learning and Socialization, School for Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, SwitzerlandCenter for Learning and Socialization, School for Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, SwitzerlandCenter for Learning and Socialization, School for Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, SwitzerlandIntergenerational educational mobility means that adolescents graduate at a higher level (upward mobility) or lower level (downward mobility) than their parents did. Knowledge about early determinants supports upward and downward mobility at an early stage. Evidence about early determinants of educational mobility allows for the elaboration of educational strategies to minimize the correlation between family socio-economic status (SES) and student upper-secondary education level. In this longitudinal study (<i>N</i> = 2376), we examined the extent to which teacher and parent expectations in 7th grade (mean age: 13.2 years) predict the achievement and effort of adolescents with and without migration backgrounds and the probability of upward and downward mobility at the end of upper-secondary education. The results showed indirect effects of teacher and parent expectations on upward and downward mobility, mediated by student achievement, after controlling for gender and conscientiousness. The effects of parent expectations were stronger than the effects of teacher expectations. Effort predicted downward mobility more than achievement in mathematics and German. No differences were found between adolescents with and without migration backgrounds. In the case of the tracked Swiss education system, parents’ and teacher expectations predicted educational mobility over long periods.https://www.mdpi.com/2227-7102/15/1/71intergenerational educational mobilityteacher expectationsparent expectationseffortachievementeducational pathway |
| spellingShingle | Markus P. Neuenschwander Lukas Ramseier Ariana Garrote Early Determinants of Intergenerational Upward and Downward Educational Mobility Education Sciences intergenerational educational mobility teacher expectations parent expectations effort achievement educational pathway |
| title | Early Determinants of Intergenerational Upward and Downward Educational Mobility |
| title_full | Early Determinants of Intergenerational Upward and Downward Educational Mobility |
| title_fullStr | Early Determinants of Intergenerational Upward and Downward Educational Mobility |
| title_full_unstemmed | Early Determinants of Intergenerational Upward and Downward Educational Mobility |
| title_short | Early Determinants of Intergenerational Upward and Downward Educational Mobility |
| title_sort | early determinants of intergenerational upward and downward educational mobility |
| topic | intergenerational educational mobility teacher expectations parent expectations effort achievement educational pathway |
| url | https://www.mdpi.com/2227-7102/15/1/71 |
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