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Often second generation young adults and their immigrant parents aspire high and towards general education despite a modest socioeconomic background. Little is known about the interrelation between educational aspirations and institutionally co-structured educational pathways. These interrelations are particularly important in an early tracking and a highly segregated education system like Switzerland, where -- in contrast to many other countries -- vocational education and training is highly valued and frequently attended. We evaluate how educational aspirations amongst young adults of the second generation and Swiss natives change as young people move through the education system -- and thus through different educational contexts. We analyse how these changes interfere with group-specific reference systems, educational pathways and structure.

Many studies have examined the effect of life events, education, and income on well-being. Conversely, research concerning well-being as a predictor of life course outcomes is sparse. Diener's suggestion "to inquire about the effects of well-being on future behavior and success" has, with some exceptions, not yet come to fruition. This article contributes to this body of research. We conceptualize and analyze the interplay between educational achievement, occupational success, and well-being as a complex process. The relationship between these domains is examined drawing on a structure-agency framework derived from Bourdieu and Social Comparison Theory. Social comparison between adolescents and their parents is suggested to be the mechanism explaining the effects of successful and unsuccessful intergenerational transmission of educational achievement and occupational success on well-being. It is further argued that well-being may serve as an individual resource by fostering educational and occupational outcomes. Panel data from the Transition from Education to Employment (TREE) project, a Swiss PISA 2000 follow-up study, was used. The interplay between well-being and successful and unsuccessful intergenerational transfer of educational attainment was analyzed in an autoregressive cross-lagged mixture model framework. Social comparison was found to be related to well-being, while well-being proved to significantly increase the probability of successful intergenerational transfer of educational attainment.

The Parental Investment in Children's Education (PICE) study focuses on Switzerland and investigates parental strategies, resources, and aspirations and how they shape their children's educational pathways. It contrasts families with a migration background to those without. PICE is a mixed-methods add-on-study of TREE (Transitions from Education to Employment). Within PICE one interview with young adults (N = 73, around age 20) and two interviews with one of their parents (N = 50) were conducted. The data are available for scientific analyses via SWISSUbase. They have reuse potential for analyses on parental investments, migration biographies as well as for methodological research on mixed methods. [ABSTRACT FROM AUTHOR]

TREE (Transitions from Education to Employment) is a prospective inter-disciplinary mixed-mode panel study following up on post-compulsory education and employment trajectories of two Swiss compulsory school leavers' cohorts: TREE1 was launched as a PISA follow-up survey in 2000 (nt0 = 6343, nt10 in 2020 = 3882). TREE2 started in 2016 and draws on a national large-scale assessment of mathematics skills (nt0 = 8429, nt6 in 2022 = 4461). The panel is ongoing, further panel waves being planned for both cohorts. Data from both cohorts are available at the Swiss data archive SWISSUbase (www.swissubase.ch; reference number 12476). [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)