Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia
This study investigates variations in school‐to‐work transitions (SWTs) by socio‐economic status (SES), gender, and socio‐cultural context. Leveraging data from three nationally representative longitudinal panel studies, we compare the experiences of young people coming of age in the 21st century (2...
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| Language: | English |
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Cogitatio
2025-03-01
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| Series: | Social Inclusion |
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| Online Access: | https://www.cogitatiopress.com/socialinclusion/article/view/9601 |
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| author | Wojtek Tomaszewski Hans Dietrich Golo Henseke Ning Xiang Ingrid Schoon |
| author_facet | Wojtek Tomaszewski Hans Dietrich Golo Henseke Ning Xiang Ingrid Schoon |
| author_sort | Wojtek Tomaszewski |
| collection | DOAJ |
| description | This study investigates variations in school‐to‐work transitions (SWTs) by socio‐economic status (SES), gender, and socio‐cultural context. Leveraging data from three nationally representative longitudinal panel studies, we compare the experiences of young people coming of age in the 21st century (2011 to 2023) in the United Kingdom, Germany, and Australia. We examine the role of different support systems that scaffold the SWT process along various post‐secondary pathways, including university, further education/vocational training, and employment tracks, with a particular focus on variations by parental education and gender. Utilizing longitudinal data from the Understanding Society Panel in the UK (N = 15,692 observations), the German Socio‐Economic Panel (GSOEP; N = 5,464), and the Household, Income and Labour Dynamics in Australia (HILDA) Survey (N = 5,759), we track synthetic cohorts born between 1993 and 1995 from ages 18 to 27 in the three countries. We employ linear probability models to conduct a cross‐national comparative analysis, identifying variations in post‐secondary pathways across the three country contexts. The choice of countries is motivated by their shared status as developed economies with distinct features in their SWT systems—contrasting the neoliberal deregulatory frameworks of Britain and Australia with Germany’s employment‐focused dual system. The findings reveal significant effects of parental education on post‐secondary transitions, as well as the differing roles of gender across various educational policy contexts. These results underscore the complexity of SWT when considered in different national settings. The insights generated by this analysis highlight the importance of dedicated policies to support low‐SES youth and promote gender equality in education and employment outcomes. |
| format | Article |
| id | doaj-art-3b8b6c251dad4ebfa3bc9240534044f1 |
| institution | OA Journals |
| issn | 2183-2803 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Cogitatio |
| record_format | Article |
| series | Social Inclusion |
| spelling | doaj-art-3b8b6c251dad4ebfa3bc9240534044f12025-08-20T01:57:01ZengCogitatioSocial Inclusion2183-28032025-03-0113010.17645/si.96014050Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and AustraliaWojtek Tomaszewski0Hans Dietrich1Golo Henseke2Ning Xiang3Ingrid Schoon4Institute for Social Science Research, The University of Queensland, Australia / ARC Centre of Excellence for Children and Families Over the Life Course, The University of Queensland, AustraliaInstitute for Employment Research (IAB), GermanyDepartment of Education, Practice and Society, University College London, UKInstitute for Social Science Research, The University of Queensland, Australia / ARC Centre of Excellence for Children and Families Over the Life Course, The University of Queensland, AustraliaSocial Research Institute, University College London, UKThis study investigates variations in school‐to‐work transitions (SWTs) by socio‐economic status (SES), gender, and socio‐cultural context. Leveraging data from three nationally representative longitudinal panel studies, we compare the experiences of young people coming of age in the 21st century (2011 to 2023) in the United Kingdom, Germany, and Australia. We examine the role of different support systems that scaffold the SWT process along various post‐secondary pathways, including university, further education/vocational training, and employment tracks, with a particular focus on variations by parental education and gender. Utilizing longitudinal data from the Understanding Society Panel in the UK (N = 15,692 observations), the German Socio‐Economic Panel (GSOEP; N = 5,464), and the Household, Income and Labour Dynamics in Australia (HILDA) Survey (N = 5,759), we track synthetic cohorts born between 1993 and 1995 from ages 18 to 27 in the three countries. We employ linear probability models to conduct a cross‐national comparative analysis, identifying variations in post‐secondary pathways across the three country contexts. The choice of countries is motivated by their shared status as developed economies with distinct features in their SWT systems—contrasting the neoliberal deregulatory frameworks of Britain and Australia with Germany’s employment‐focused dual system. The findings reveal significant effects of parental education on post‐secondary transitions, as well as the differing roles of gender across various educational policy contexts. These results underscore the complexity of SWT when considered in different national settings. The insights generated by this analysis highlight the importance of dedicated policies to support low‐SES youth and promote gender equality in education and employment outcomes.https://www.cogitatiopress.com/socialinclusion/article/view/9601australiacross‐national comparative analysisgendergermanypost‐secondary pathwaysschool‐to‐work transitionssocio‐economic statusuk |
| spellingShingle | Wojtek Tomaszewski Hans Dietrich Golo Henseke Ning Xiang Ingrid Schoon Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia Social Inclusion australia cross‐national comparative analysis gender germany post‐secondary pathways school‐to‐work transitions socio‐economic status uk |
| title | Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia |
| title_full | Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia |
| title_fullStr | Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia |
| title_full_unstemmed | Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia |
| title_short | Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia |
| title_sort | socio economic and gender differences in post secondary pathways in the uk germany and australia |
| topic | australia cross‐national comparative analysis gender germany post‐secondary pathways school‐to‐work transitions socio‐economic status uk |
| url | https://www.cogitatiopress.com/socialinclusion/article/view/9601 |
| work_keys_str_mv | AT wojtektomaszewski socioeconomicandgenderdifferencesinpostsecondarypathwaysintheukgermanyandaustralia AT hansdietrich socioeconomicandgenderdifferencesinpostsecondarypathwaysintheukgermanyandaustralia AT golohenseke socioeconomicandgenderdifferencesinpostsecondarypathwaysintheukgermanyandaustralia AT ningxiang socioeconomicandgenderdifferencesinpostsecondarypathwaysintheukgermanyandaustralia AT ingridschoon socioeconomicandgenderdifferencesinpostsecondarypathwaysintheukgermanyandaustralia |