Educational Tracking and Personality Formation: Evidence from a Dual System

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Educational Tracking and Personality Formation : Evidence from a Dual System. / Birkelund, Jesper Fels.

In: Social Forces, Vol. 100, No. 4, 2022, p. 1696–1721.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Birkelund, JF 2022, 'Educational Tracking and Personality Formation: Evidence from a Dual System', Social Forces, vol. 100, no. 4, pp. 1696–1721. https://doi.org/10.1093/sf/soab077

APA

Birkelund, J. F. (2022). Educational Tracking and Personality Formation: Evidence from a Dual System. Social Forces, 100(4), 1696–1721. https://doi.org/10.1093/sf/soab077

Vancouver

Birkelund JF. Educational Tracking and Personality Formation: Evidence from a Dual System. Social Forces. 2022;100(4):1696–1721. https://doi.org/10.1093/sf/soab077

Author

Birkelund, Jesper Fels. / Educational Tracking and Personality Formation : Evidence from a Dual System. In: Social Forces. 2022 ; Vol. 100, No. 4. pp. 1696–1721.

Bibtex

@article{3044314e12614509a197a75b324aaf6c,
title = "Educational Tracking and Personality Formation: Evidence from a Dual System",
abstract = "Although educational stratification research finds that educational tracking differentiates the development of cognitive skills and academic achievement, little is known about its consequences for noncognitive traits. This paper presents a framework for understanding how track placement affects personality traits and empirically tests its implications using longitudinal survey data from Denmark. I find that enrollment in the vocational track in upper secondary education on average increases conscientiousness by one third of a standard deviation more than enrollment in the academic track does. No other personality traits are affected by track placement. Additional analyses show that the influence of vocational education and training on conscientiousness is greater among students taking on an apprenticeship and learning a skilled trade, suggesting that such training closes the between-track gap in conscientiousness by fostering a skilled worker identity.",
author = "Birkelund, {Jesper Fels}",
year = "2022",
doi = "10.1093/sf/soab077",
language = "English",
volume = "100",
pages = "1696–1721",
journal = "Social Forces",
issn = "0037-7732",
publisher = "Oxford University Press",
number = "4",

}

RIS

TY - JOUR

T1 - Educational Tracking and Personality Formation

T2 - Evidence from a Dual System

AU - Birkelund, Jesper Fels

PY - 2022

Y1 - 2022

N2 - Although educational stratification research finds that educational tracking differentiates the development of cognitive skills and academic achievement, little is known about its consequences for noncognitive traits. This paper presents a framework for understanding how track placement affects personality traits and empirically tests its implications using longitudinal survey data from Denmark. I find that enrollment in the vocational track in upper secondary education on average increases conscientiousness by one third of a standard deviation more than enrollment in the academic track does. No other personality traits are affected by track placement. Additional analyses show that the influence of vocational education and training on conscientiousness is greater among students taking on an apprenticeship and learning a skilled trade, suggesting that such training closes the between-track gap in conscientiousness by fostering a skilled worker identity.

AB - Although educational stratification research finds that educational tracking differentiates the development of cognitive skills and academic achievement, little is known about its consequences for noncognitive traits. This paper presents a framework for understanding how track placement affects personality traits and empirically tests its implications using longitudinal survey data from Denmark. I find that enrollment in the vocational track in upper secondary education on average increases conscientiousness by one third of a standard deviation more than enrollment in the academic track does. No other personality traits are affected by track placement. Additional analyses show that the influence of vocational education and training on conscientiousness is greater among students taking on an apprenticeship and learning a skilled trade, suggesting that such training closes the between-track gap in conscientiousness by fostering a skilled worker identity.

U2 - 10.1093/sf/soab077

DO - 10.1093/sf/soab077

M3 - Journal article

VL - 100

SP - 1696

EP - 1721

JO - Social Forces

JF - Social Forces

SN - 0037-7732

IS - 4

ER -

ID: 273639936