Social and migration-related inequalities at the transition from primary to lower secondary education in Germany : the role of parents’ knowledge of the education system

Abstract

The German school system is characterised by early tracking and a high level of differentiation and stratification, leading to diverse educational pathways associated with differing qualifications and career opportunities. In this context, knowledge of the education system should be crucial for strategically navigating the educational process. This study examined how knowledge gaps among social groups contribute to social and migration-related inequalities during the transition from primary to secondary school. Additionally, it explored whether the impact of knowledge depends on the degree to which families’ educational decisions are constrained, specifically by binding teacher recommendations. Data from Starting Cohort 2 of the National Educational Panel Study (Nstudents = 4,177) were used, taking into account parental education as well as the origin group (Former Soviet Union, Turkey, other) and generation status (first and second, 2.5th, and third generations). Controlling for key background characteristics such as grades, it was found that parental knowledge was positively associated with grammar school attendance in three out of five indicators. Overall, however, parental knowledge had only a small impact on group differences, with different patterns emerging: Controlling for knowledge slightly reduced social inequalities, while migration-related inequalities slightly increased. No evidence was found that the effect of knowledge varied by social origin or immigrant background, nor that it depended on the binding nature of teacher recommendations. The results suggested that although parental knowledge was associated with school choice, it did not substantially reduce existing inequalities. We discuss broader implications regarding the potential role of knowledge in shaping educational pathways.