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      Access to Baccalaureate School in Switzerland: Regional Variance of Institutional Conditions and Its Consequences for Educational Inequalities

      , ,
      Education Sciences
      MDPI AG

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          Abstract

          In Switzerland, baccalaureate school is still considered to be the royal road to a university education and the elite path for the social reproduction of the upper class. However, cantonal enrollment to baccalaureate school varies widely due to Swiss federalism. There is a recurring debate on whether access to baccalaureate school is fair and equal among pupils who live in different cantons and who are of different social origin. This paper aims to analyze how the institutional conditions of cantons and municipalities impact a pupil’s probability of entering baccalaureate school and how the cantonal provisioning of places in baccalaureate school affects social inequality of access. For our theoretical foundation, we combine concepts of neo-institutionalism with mechanisms of social reproduction in education. Empirically, we analyze national longitudinal register data to model educational transitions from compulsory to baccalaureate school by using logistic regression models. Our results show that institutional structures at the cantonal and municipal levels influence the probability of transition beyond individual pupils’ characteristics. The degree of inequality varies between cantons, depending on the supply of baccalaureate school places. Inequality first increases with an increasing number of places (the scissors effect) and decreases only after the demand of more privileged families for places at baccalaureate school is saturated.

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          Most cited references39

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          Maximally Maintained Inequality: Expansion, Reform, and Opportunity in Irish Education, 1921-75

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            EXPLAINING EDUCATIONAL DIFFERENTIALS: TOWARDS A FORMAL RATIONAL ACTION THEORY

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              Bourdieu on Education and Social and Cultural Reproduction

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                Author and article information

                Contributors
                (View ORCID Profile)
                (View ORCID Profile)
                Journal
                Education Sciences
                Education Sciences
                MDPI AG
                2227-7102
                March 2022
                March 16 2022
                : 12
                : 3
                : 213
                Article
                10.3390/educsci12030213
                29860bbe-0d97-472b-9c64-0557ed2325f1
                © 2022

                https://creativecommons.org/licenses/by/4.0/

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