When Expectations Determine Opportunities

The Swiss dual education system promises flexibility and opportunities for advancement—regardless of whether someone completes a vocational apprenticeship or attends a high school. A new study by the University of Applied Sciences Northwestern Switzerland (FHNW) has examined the extent to which this promise is fulfilled in practice. The results give pause for thought.

Structural inequalities are not given enough consideration

In August, the next phase of their educational journey began for thousands of young people—whether by starting a vocational apprenticeship or beginning high school. But not everyone starts under the same conditions. The FHNW study «Migration-Related Social Conditions in the Context of Vocational and High School Education» (GEMI III), funded by the Swiss National Science Foundation (SNSF), shows that teachers sometimes interpret educational performance in a one-sided manner. Structural inequalities and disadvantages related to migration are often not given sufficient consideration. As a result, existing inequalities tend to be reproduced rather than reduced—despite formally available opportunities for advancement.

The study is based on 66 expert interviews—conducted with an equal number of men and women—with upper-secondary school teachers at vocational schools and high schools in the Northwest Switzerland educational region (Basel-Stadt, Basel-Landschaft, Solothurn). In addition, 2,025 group discussions were held with the same teachers.

German as a Measure of Performance

A key finding of the study concerns the role of the German language: Vocational teachers closely link academic performance to «good German language skills.» «German is practically omnipresent in conversations with teachers. Other languages take a back seat,» says co-study director Prof. em. Dr. Maritza Le Breton of the FHNW School of Social Work. «Poor German proficiency is quickly equated with a lack of competence overall.»

However, many students possess other language skills that are given less consideration in the education system or are interpreted as a shortcoming. The responsibility for overcoming this «shortcoming» is left to the individual students themselves—both in vocational training and in high school.

Low Expectations, Fewer Opportunities

The assessments of the teachers surveyed are closely linked to their perceptions of language proficiency. If German is not perceived as the students« first language, they are often broadly categorized as »immigrant« — a perception associated with assumptions about a lack of family support or lower academic performance. »Low expectations on the part of teachers can make it difficult for students to demonstrate their actual abilities,” says co-study director Dr. Susanne Burren of the FHNW School of Education.

Students who are perceived as «migrant» tend to receive less support and more frequently receive feedback that reinforces their existing position within the system. Maritza Le Breton explains the phenomenon: «This is a pattern rooted in everyday reality, and reflecting on and contextualizing it is an important part of teachers» professional practice.” Many teachers are aware of the issue of inequality of opportunity—yet they identify the lack of institutional support as the central obstacle to change.

Belief in permeability hinders reflection

At the same time, the widespread belief that the Swiss education system is highly permeable makes it difficult to critically examine structural disadvantages: The teachers surveyed tend to attribute unequal educational opportunities to students« »background,« gender, or »nationality” rather than to structural conditions. This pattern is evident in both vocational education and high school—and points to a fundamental need for action in teacher education.

Source: University of Applied Sciences Northwestern Switzerland, www.fhnw.ch