Abstract
The previous sections showed that the variables that were introduced to capture effects of social and ethnic origin, the formal entry requirements for students’ future career aspirations and social-psychological variables significantly contribute to the explanation of the variation in students’ educational aspirations. Also, the analysis above points to a significantly higher background-adjusted probability of students with a migration background, and specifically of migrants from families with both parents born abroad, to plan to complete the highest level of general education compared to their native peers.
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