Abstract:  The institutionalization of new types of vocational schools in the 1960s and 1970s aimed to open up the German education system and create new pathways for accessing higher education, particularly for socially disadvantaged students. Today, one‐third of German students with a higher education entrance certificate graduate from vocational schools. However, these graduates are less likely to pursue or succeed in higher education. This raises the question: How do vocational schools support their heterogeneous student body in transitioning to higher education, and to what extent do differences exist between school types? Sociological research has shown that institutional support for and during transitions is crucial for expanding access to education. In particular, organizational structures and practices play a role in the (re)production of social inequality. To analyze these, we apply the concept of institutional permeability, focusing on information and counseling, financial support, learning organization and pedagogy, and school culture. The study draws on problem‐centered interviews with staff from different types of vocational schools in one German federal state, analyzed through qualitative content analysis. The results reveal significant variations in how schools aim to prepare students for higher education. Specifically, students of Fachoberschule face a double disadvantage due to their social background and institutional structures, which hinder their higher education pathways. The lack of personalized support at vocational schools complicates students’ orientation process, placing much of the responsibility on students and a few dedicated teachers.

Keywords:  Germany; higher education; institutional permeability; institutional support; school types; social background; study orientation; vocational schools

Published:   Ahead of Print

Issue:   Vol 13 (2025): Vocational Schools as Pathways to Higher Education: International Perspectives (In Progress)