Intersectional Discrimination in the Transition to Vocational Education and Training Exploring Gender Differences in Perceived Racial Discrimination

Racial background and gender are considered relevant social categories in research on transitions to vocational education and training (VET). Given the contradictory empirical results and opposing theoretical expectations regarding their interaction, this study deals with perceived racial discrimination and investigates (1) differences between groups of origin, (2) gender differences in racial discrimination, and (3) gender differences in racial discrimination in various ethnic origin groups. Logistic regression models and marginal effects were calculated using data from the National Educational Panel Study's (NEPS) Starting Cohort 4 (N = 1,421). The results show that adolescents with Turkish immigrant backgrounds perceive more personal discrimination in the search for an apprenticeship than those of Polish, ex-Yugoslav, and ex-Soviet origin. Interaction analyses show that individuals' experiences of discrimination may vary based on gender, with women being the disadvantaged group. The article discusses the suitability of the selected quantitative approach for intersectional inquiries compared to other possible study designs for intersectional research.