The context-dependency of educational preferences (Robin Benz)

The educational goals students set for themselves are considered to be predictive of educational trajectories. Yet, educational preferences and strategies to achieve aspired educational goals do not emerge in a social vacuum but are shaped by manifold contextual conditions. The thesis sheds light on the emergence of educational preferences and addresses the moderating role of diverse contextual conditions. Among other things, the thesis investigates to what extent institutional features of the Swiss education system affect educational aspirations and incentive investments in paid private tutoring. In addition, it is examined how educational preferences differ across socio-geographic contexts. The components of the thesis draw on (longitudinal) data from Switzerland, partly coupled with record linkage.

Ph.D. Student: Robin Benz
Supervisor: Prof. Dr Ben Jann and Prof. Dr Rolf Becker