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To benefit from an educational program, you need to participate. Participation patterns in an educational intervention promoting college access
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Journal Article
To benefit from an educational program, you need to participate. Participation patterns in an educational intervention promoting college access
2023
Overview
The number of extracurricular educational programs has risen in recent decades throughout Europe. The effect of such interventions depends on the extent to which different groups participate in the programs. Hence, we study whether we can observe the emergence of unfavorable participation patterns with regard to students in need of extra support in a college counseling program fostering college access and whether the unfavorable participation pattern results from selection by the teachers or from self-selection by the students. The investigated group includes 528 students who were randomly assigned to the treatment condition as part of a randomized controlled trial. Our results show that students in need of extra support (low college-going intentions and low academic achievement) are much less likely to participate in the program than the respective comparison groups, due to both forms of selection. We discuss possible consequences of this participation pattern on the program's effect on educational disparities. (DIPF/Orig.)
In den letzten Jahrzehnten ist die Zahl außercurricularer Bildungsprogramme europaweit stark gestiegen. Der Einfluss solcher Interventionen auf den Bildungserfolg hängt stark davon ab, in welchem Ausmaß verschiedene Gruppen daran teilnehmen. Entsprechend untersucht der Beitrag, ob ein ungünstiges Teilnahmemuster von besonders förderbedürftigen Schüler:innen in einem Beratungsprogramm, das auf die Förderung der Studienaufnahme zielt, zu beobachten ist und ob dieses Teilnahmemuster auf die Fremdselektion durch Lehrer:innen oder auf eine Selbstselektion der Schüler:innen zurückgeht. Die untersuchte Gruppe umfasst 528 Schüler:innen, die im Rahmen einer kontrolliert-randomisierten Studie zufällig der Programmgruppe zugeordnet worden sind. Die Ergebnisse zeigen, dass besonders förderbedürftige Schüler:innen mit niedriger Studienintention und niedrigen akademischen Leistungen deutlich seltener am Programm teilnehmen als die jeweiligen Vergleichsgruppen, wofür beide Arten der Selektion verantwortlich sind. Abschließend diskutieren die Autor*innen mögliche Konsequenzen dieses Teilnahmemusters für das ungleichheitsreduzierende Potenzial des Programms. (DIPF/Orig.)
