The social origin gap in university completion among youth with comparable school abilities in Switzerland

Author(s) : Benita Combet, Daniel Oesch

Source : https://serval.unil.ch/fr/notice/serval:BIB_03C32120A6E7

Abstract:

“A large body of literature shows that families with extended socio-economic resources are able to provide better learning environments and make more ambitious educational choices for their children. At the end of compulsory education, the result is a social-origin gap in school-track attendance and learning outcomes. Our paper analyses whether this gap, when controlling for students’ school abilities, further widens throughout post-compulsory education, and whether the gap varies by gender and migrant status. We examine graduation rates from higher education by combining a cohort study from Switzerland with a reweighting method to match students on their school track, grades, reading literacy and place of residence at the end of compulsory school. The one observed feature that sets them apart is their parents’ socio-economic status. When analysing their graduation rates 14 years later at the age of 30, we find a large social-origin gap. The rate of university completion at age 30 is 26 percentage points higher among students from the highest socio-economic status quartile than among students from the lowest quartile, even though their school abilities were comparable at age 16. This gap appears to be somewhat smaller among women than men, and among natives than migrants, but differences are not statistically significant. For men and women, mi-grants and natives alike, abundant parental resources strongly increase the likelihood of university completion in Switzerland.”

Keywords: Social origin; tertiary education; university; cohort study; gender; migrants