Admission Restrictions and Social Inequality in Field of Study Choices: Evidence from the German Higher Education System

Social inequalities in field of study choices have been repeatedly documented in the context of German higher education. However, little is known about how admission restrictions exacerbate these disparities by diverting students from their desired fields to less selective programs. This study investigates how social class background influences students' chances of realizing their study preferences in the presence of admission restrictions.

Using an individual-level dataset (panel survey conducted six months before and after high school graduation) and an institutional dataset on the application of admission restrictions, I apply moderation analyses to explore whether students from disadvantaged backgrounds are more likely to be diverted into alternative programs and how the impact of social class varies depending on the selectivity of the preferred field. Initial findings suggest that social disparities increase as the selectivity of the preferred field rises.

Following analyses identify academic performance and information levels as mechanisms explaining these (moderated) disparities. Specifically, social class differences are most pronounced among high-achieving students with very good grades and among those who feel less informed. Privileged students are more likely to leverage their strong academic performance to secure spots in their preferred programs and are better equipped to compensate for information deficits, providing them a significant advantage over their disadvantaged peers.

This study critically evaluates German admission policies, revealing that not all students face equal opportunities to access their preferred fields of study. Admission restrictions disproportionately divert disadvantaged students into alternative programs, further exacerbating social inequalities in higher education access.