Scholars have long been interested in exploring inequalities of educational opportunities, with a particular focus on the impact of socioeconomic status (SES) on educational outcomes. In Austria, this issue is of particular concern, as a large body of empirical evidence shows that educational trajectories are significantly impacted by SES. However, there remains a gap in understanding why some students’ trajectories deviate from what would be predicted given their SES. Studies that do examine these trajectories against the odds tend to concentrate on individual or behavioural factors and typically analyse a static situation such as a single educational outcome or transition.
In this project, we expand the existing literature in at least two significant dimensions. Firstly, we adopt a dynamic life course approach, focusing on complete educational trajectories rather than isolated outcomes, and study also the impact of changes in students' living conditions, such as family disruptions or parental job loss. Secondly, we explore the role of contextual factors at the regional, school, and class level on the likelihood of pursuing educational trajectories against the odds. This shift in focus from individual background characteristics to structural factors allows us to provide new empirical insights concerning equity and inequality in education and educational systems.
Our research builds on a comprehensive dataset that combines educational register data and register-based employment information with individual background and family characteristics as well as standardized test scores and contextual indicators, such as infrastructure or SES composition, at the regional, school, and class level. This allows us to follow an entire cohort of students over a period of 16 years. By applying cutting-edge methods, including a transition-oriented sequence analysis and a machine learning approach, we identify trajectories against the odds and study the role of contextual factors in driving these unusual pathways.
The main objective of this project is to investigate how contextual factors contribute to reducing or reinforcing inequalities of educational opportunities. Our project therefore perfectly complements the rich literature on the influence of individual characteristics on educational outcomes. By using novel methodological approaches, expanding the analysis to an entire cohort – with a focus on those who followed trajectories against the odds – and including both life changes and a variety of contextual factors, we intend to offer fresh empirical insights in the field of educational sociology. Moreover, our findings will inform policymakers on potential interventions and strategies for promoting greater educational equity and social justice. The implications of this project go therefore well beyond its academic contribution, with strong relevance for policymakers and society at large.