Do Intensive Guidance Programs Reduce Social Inequality in the Transition to Higher Education? Results of a Field Experiment Cover

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Do Intensive Guidance Programs Reduce Social Inequality in the Transition to Higher Education? Results of a Field Experiment

Swiss Journal of Sociology

Volume 48 (2022): Issue 1 (March 2022)

By: Melinda Erdmann, Irena Pietrzyk, Marcel Helbig, Marita Jacob and Stefan Stuth

Open Access

|Mar 2022

Authors

Melinda Erdmann

melinda.erdmann@wzb.eu

Forschungsgruppe der Präsidentin, Wissenschaftszentrum Berlin für Sozialforschung (WZB), Berlin

Irena Pietrzyk

pietrzyk@wiso.uni-koeln.de

Institut für Soziologie und Sozialpsychologie (ISS), Universität zu Köln, Köln

Marcel Helbig

marcel.helbig@wzb.eu

Forschungsgruppe der Präsidentin, Wissenschaftszentrum Berlin für Sozialforschung (WZB), Berlin

Marita Jacob

marita.jacob@wiso.uni-koeln.de

Institut für Soziologie und Sozialpsychologie (ISS), Universität zu Köln, Köln

Stefan Stuth

stefan.stuth@dza.de

Deutsches Zentrum für Altersfragen (DZA), Berlin

DOI: https://doi.org/10.2478/sjs-2022-0007 | Journal eISSN: 2297-8348

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Language: English

Page range: 137 - 164

Published on: Mar 29, 2022

Published by: Sciendo

In partnership with: Paradigm Publishing Services

Publication frequency: 3 issues per year

Keywords:

College access,

educational intervention,

Related subjects:

Social sciences,

Sociological theory,

Methods, techniques, statistics,

Social structures, social interaction, population, social anthropology,

Sociology, other

© 2022 Melinda Erdmann, Irena Pietrzyk, Marcel Helbig, Marita Jacob, Stefan Stuth, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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